This manual is intended to provide guidelines and support to those interested in setting up their own Traditional Apprenticeship Programme (TAP) It takes the form of a workbook to guide implementers in making choices and decisions about their particular TAP This manual should help interested institutions and organisations develop a TAP Programme using the experiences of GTZ-ISTARN as a foundation However, this manual is not a blueprint, which should be followed slavishly, it has been produced to provide guidelines based on what is thought to be best practice This manual has a complimentary first volume entitled ‘Is a Traditional Apprenticeship Programme an Option for You?’ which describes what a TAP is Both manuals are seen as an aid to replication and to the implementation of technical training programmes for the informal sector in different circumstances and locations Adding Value: Manual How to set up and run a TAP Traditional Apprenticeship Programme Manual produced by ISTARN, Zimbabwe ISTARN PO Box 559, Mutare Tel: 263-20-68742 Fax: 263-20-68590 E-mail: gtzmtre@icon.co.zw ISBN Number You’ll need to decide what you want to about copyright This manual was developed by Peter Chitiyo, the Senior TAP Advisor of ISTARN, in collaboration with Janet Shapiro of Nell and Shapiro cc, 27 Eighth St, 2196 Parkmore, Sandton, South Africa Layout and art work by , Harare INTRODUCTION: What is ISTARN? The Informal Sector Training and Resources Network (ISTARN) is a Zimbabwe-based programme It is a joint venture between the Zimbabwean and German governments, and receives financial and technical support from the German government through the Deutsche Gesellschaft für Zusammenarbeit (GTZ) The project was initiated in 1995 in Masvingo, Zimbabwe, where a number of interventions were piloted, all of them aimed at assisting in the creation of jobs in the informal sector, in order to address the problem of unemployment which is endemic in Zimbabwe ISTARN has tried to develop an integrated approach to strengthening the informal sector, and its interventions have included a Small Business Advisory Programme, a Marketing Support Programme, and a programme to develop and strengthen Informal Sector Associations The selection of interventions is intended to create an integrated package for the informal sector which will result in more, stronger and bigger businesses, creating sustainable jobs Among the initiatives piloted was a Traditional Apprenticeship Programme (TAP) This used a traditional practice of skills transfer to increase the potential for people learning skills through apprenticeships in the informal sector to set up and succeed in their own informal businesses The intention of the TAP was to add value to the traditional practice, without excessive interference Initially piloted in 1996, the programme has shown very encouraging results, and has generated much interest ISTARN is now in its replication phase, with Manicaland, Zimbabwe as the site of replication The TAP is being piloted here in different forms, with different host agencies As part of the replication process, ISTARN has produced a set of two manuals, under the title Adding Value The first describes what a TAP is and what is needed in order to set one up This, the second manual, provides guidelines for implementation By reading the first manual, we hope that decision-makers in organisations and institutions that are potential hosts for a TAP - training colleges, vocational training centres, business associations, non-governmental organisations (NGOs) and private training institutions - will get enough background and information to enable them to decide whether a TAP is the right option for them Once they have decided to go ahead, then this second manual should provide a useful guide on what to do, when to it and how to it Manual is addressed to the team charged with implementing a TAP The manuals are not blueprints They are intended, rather, as guides so that, as development workers, we are able to build on one another’s experience and learnings Manual has been written as a workbook, and space is provided for you to think through your own situation so that you can make appropriate decisions for your particular context We look forward to hearing from you about your TAP experiences The ISTARN Team August 1999 CONTENTS INTRODUCTION: What is ISTARN? ABBREVIATIONS PART 1: STARTING OUT SECTION 1: Starting a TAP in your organisation A: Why have you decided to go ahead and set up a TAP? B: Are your context and institution/organisation appropriate for a TAP? C: Who should be involved in setting up and running a TAP? 10 SECTION 2: Thinking about the market 12 SECTION 3: Different Starting Points 13 PART 2: THE PLANNING PHASE 15 SECTION 1: What are you trying to achieve? 15 SECTION 2: Are you clear on the basic principles that underpin a successful TAP? 18 SECTION 3: Do you have the infrastructure you need in place? 21 SECTION 4: What are the key decisions you need to make? 22 SECTION 5: Writing up your plan for implementation of a TAP 27 PART 3: IMPLEMENTATION 29 PHASE 1: Preparatory Phase 33 STEP 1: Gearing up for implementation 33 STEP 2: Recruitment 36 STEP 3: Orientation 39 STEP 4: Selection 41 PHASE 2: Implementation Phase 43 STEP 5: Conducting initial technical training 44 STEP 6: The placement 47 STEP 7: Monitoring of placements 50 STEP 8: Follow-up technical training and evaluation 53 PHASE 3: Post Implementation 56 STEP 56 Evaluating the training for appropraiteness 56 Selection of possible routes to follow for the apprentices 56 Possible options for the enterprise owner 57 STEP 10: Provision of ongoing support 59 STEP 11: Reviewing and replanning 60 STEP 12: Long-term evaluation 62 APPENDICES 65 APPENDIX 1: A Possible Format for a Business Plan for a TAP 65 APPENDIX 2: Suggested Guidelines for Apprentices in Selecting a Placement 66 APPENDIX 3: Example of a Traditional Apprenticeship Selection Interview Schedule 66 APPENDIX 4: Example of a Personal Data Form 70 APPENDIX 5: Example of an Apprentice Appraisal Form 70 APPENDIX 6: Example of a Tracer Form 71 APPENDIX 7: Example of an Indemnity Form 74 APPENDIX 8: Example of a TAP Training Evaluation Form 74 ABBREVIATIONS EO GTZ ILO ISA ISTARN MSP NGO’s ‘O’ Level SAP’s SBAP TA TAP Enterprise Owner Deutsche Gessellschaft für Sussammenarbeit (German Agency for Technical Cooperation) International Labour Organisation Informal Sector Association Informal Sector Training and Resources Network Marketing Support Programme Non Governmental Organisations Ordinary Level (4 years of secondary school) Structural Adjustment Programmes Small Business Advisory Programme Traditional Apprentice Traditional Apprenticeship Programme PART 1: STARTING OUT SECTION 1: Starting a TAP in your organisation In Manual of this set, Is a Traditional Apprenticeship Programme an Option for You?, we describe a Traditional Apprenticeship Programme (TAP) as follows: A development intervention aimed at providing vocational skills training It is cost-effective, relevant and accessible to relatively large numbers of people and is particularly effective where there is high unemployment and an established informal sector A TAP is based on a traditional practice which has existed world-wide for many centuries and which has been shown to be widespread in southern Africa A TAP adds value to the traditional practice by interventions that make it more likely that the graduates of the programme will be successful in creating jobs for themselves and, possibly, for others In a typical TAP, based on the ISTARN model, participants come from the ranks of the unemployed, selection is based on entrepreneurial aptitude, the major site and vehicle of skills transfer is the workplace, appropriate skills involve manufacturing or service, value is added through short-term technical training, utilising existing facilities and training capacity, and by providing short-term business training and support A: Why have you decided to go ahead and set up a TAP? In the first manual in this set, we discussed in detail the reasons why an institution or organisation might decide to set up a TAP In summary, the reasons are likely to include the following: • The trend towards increased unemployment in the formal sector is accelerating • The informal sector is increasingly becoming a more significant site of employment than the formal sector in sub-Saharan African countries • The TAP offers an innovative approach to skills development training that is relevant to the informal sector and cost effective in terms of the input required to create an employment opportunity • The TAP does not require entrants with relatively high level educational qualifications and so meets the challenge of equity • The TAP adds value to the existing traditional practice by injecting innovative practices, through the technical training component, into a sector that is notoriously conservative Both quality and productivity can, thus, be improved B: Are your context and institution/organisation appropriate for a TAP? If you have got as far as Manual 2, then you have decided that your context and institution/organisation are appropriate for a TAP A suitable external environment for a TAP is likely to include all or most of the following conditions: • There is ongoing high unemployment and a low capacity in the formal sector to absorb or even retain workseekers • There is an existing informal sector, playing a significant role in the local economy • There are concentrations of business activity in certain nodal points, providing markets for informal sector outputs • There is already a traditional practice of informal apprenticeships • The approach of government to the informal sector, at the local, regional and national levels, is at least constructive, even if restrictive regulations are in place ISTARN invested time and money in doing detailed surveys of the traditional practice and of the informal sector in the pilot TAP area At the very least, you need to know: • That there is a traditional practice where people running small businesses based on a trade or skill take on “helpers” who learn the trade or skill, while providing cheap or free labour • What kinds of services and goods are offered in the informal sector in your area A suitable institutional or organisational environment for a TAP is likely to be characterised by at least some of the following: • Clarity about the problem or issue the organisation is addressing - knowing what the programme is supposed to achieve • A carefully researched and thought through project concept which anticipates, to the degree possible, potential problems - although there is general agreement that there will always be problems no-one has anticipated! • Sufficient staff with experience and skills appropriate to vocational training for the informal sector • An established administrative and co-ordinating infrastructure (but not necessarily a physical infrastructure, as training facilities belonging to other organisations and institutions can be used) • A business and market-related orientation • Flexibility and creativity in both decision-making and implementation • Participation in a network of programmes involved in support to the informal sector • Flexible funding, linked to careful costing - in other words, costs should be kept low, but some funding needs to be available to be used flexibly as the needs of the programme become clearer • Good monitoring and evaluation systems C: Who should be involved in setting up and running a TAP? In Manual 1, we describe the ideal TAP Team as being made up of: • Someone with the power to make key decisions, particularly in relation to the use of the budget • The TAP Co-ordinator or Manager with overall responsibility for planning, implementation 10 If you work through this manual, and then plan and implement your TAP to this stage, then you will probably know as much about TAPs as we If you think there is anything we can help you with, then please give us a call Our details are included in the inside front cover We look forward to sharing your learnings about Traditional Apprenticeship Programmes in the future, and developing best practice together 64 APPENDICES APPENDIX 1: A Possible Format for a Business Plan for a TAP Business Plan for a Traditional Apprenticeship Programme for the (name of organisation or institution) Overall Purpose of the Programme: _ _ Indicators of success: _ _ _ Motivation for undertaking the Programme: _ _ _ Key activities to be undertaken: _ _ _ _ Key outputs anticipated and planned time frame: Outputs Plan for monitoring and evaluation: Activities planned Outputs anticipated 65 Time frame Time frame Human resources needed: _ _ _ _ Budget 10 Cash flow Date: _ APPENDIX 2: Suggested Guidelines for Apprentices in Selecting a Placement Most of your learning will take place at the work site where you negotiate a placement Here are some guidelines to help you when you are looking for a placement • The enterprise owner (EO) must have enough work on a regular basis to keep you (the apprentice) busy • The work should be of a varied enough nature so that you can learn all aspects of the trade/skill • The EO must be experienced enough and skilled enough so that you can learn from him/her • The EO must be willing to pass on skills in running a business, as well as in the trade • The EO must have tools for you to use, and these should be hand tools, rather than heavy machinery When you set up your own business, you will only be able to afford hand tools • The EO should be willing to give feedback to our programme so that we can improve it It is also best if you like and trust the EO, and s/he likes and trusts you The relationship between you is very important Once you have found the right place, it is up to you to negotiate a contract with the EO We will provide you with an initial two weeks of technical training before you begin your placement, and a further two weeks towards the end of your placement APPENDIX 3: Example of a Traditional Apprenticeship Selection Interview Schedule Name of candidate: Trade: _ 66 Age Age Score 16-20 21 -25 26-30 31 -35 36 and above Marital status Married Single Divorced 3 Organisation recommending apprentice: Name and address of enterprise where placement found: Why you want to be attached as a Traditional Apprentice? Answer rated: Very good Good Fair Poor What are your expectations from this programme? Answer rated: Very good Good Fair Poor Number of dependants in the family Number Score 1-2 3-4 5-6 7-8 More Period of unemployment Period Score months - year 1.5 - years 2.5 - years 3.5 years or more Source and amount of income/support during period of unemployment (Most reduced circumstances gets the highest score on a scale of to 5.) Source: _ Amount: Score: 10 Why did you select your chosen trade? 67 Answer rated: Very good Good Fair Poor 11 What you know about your chosen trade? Answer rated: Very good Good Fair Poor 12 Other areas of development pursued: _ _ _ 13 Why did you fail in these areas? Answer rated: Very good Good Fair Poor 14 What you hope to once you have completed your apprenticeship? Answer rated: Very good Good Fair Poor For the following questions, make brief notes on the answer, and give a score of - 5, where is a very good answer 15 What will you in the event of a lack of raw materials or inadequate tools at the enterprise where you will be attached? Score: 16 What you think your contribution should be during your period of attachment? 68 Score: 17 Have you ever worked under difficult and strenuous circumstances? Explain Score: 18 How you regard self-employment as an option for earning a living? Score: 19 If you have an accident at work, during your attachment, who will be responsible? Score: 20 What obstacles you think you might encounter if you were to try to start your own business? Score: 21 How would you try to overcome these obstacles? Score: 22 Have you ever been employed? If so, what happened that resulted in you losing the job? Score: TOTAL SCORE: Total possible score: 86 Comments: 69 APPENDIX 4: Example of a Personal Data Form CONTACT INFORMATION: Surname: _ First names: _ Age: (in years) _ Sex: _ Trade: Current Postal Address: Residential Address while on attachment: Permanent Home Address (one that does not change from time to time): Nearest School: _ Nearest Business Centre: _ Village: _ Place of attachment (district): Physical address of enterprise: _ Telephone number: Name of next of kin (1): _ Address: Telephone number: Name of next of kin (2): _ Address: _ Telephone number: PROFILE INFORMATION: For how long have you been unemployed (years)? Who has been supporting you? _ What has this support involved? _ Highest academic qualifications: _ When did you finish school? Post school training obtained: _ Practical subjects done at school: NB: Please inform the TAP Co-ordinator of any changes relating to permanent address and place of attachment APPENDIX 5: Example of an Apprentice Appraisal Form Name of Apprentice Trade of Apprentice Name of Instructor/Enterprise Owner _ Name and Address of Enterprise _ _ _ ATTENDANCE RECORD P/A = Present/Absent MONTH: _ Day 10 P/A Day 11 12 13 14 15 16 17 18 19 20 P/A Day 21 22 23 24 25 26 27 28 29 30 P/A Day 30 31 P/A 70 PERFORMANCE APPRAISAL Poor Performance Scale 10 Average Excellent Use/operation of tools & machines Measuring & Cutting Quality of products Safety at work Initiative/Level of supervision needed Costing & Pricing Ability to market Products/Services Overall Interest in Programme TOTAL MONTHLY SCORE REMARKS: Date: APPENDIX 6: Example of a Tracer Form Name: _ Postal address: _ Physical address: _ When were you apprenticed? (Please give months and year) _ Please tick appropriate box: Are you: Employed (formal sector) Self-employed Employed (informal sector) Unemployed Personal Details Marital status: Number of dependants: Age: Gender: Male Female Highest academic qualification: Other post school training: What were you doing before you enrolled for the Traditional Apprenticeship Programme? (Tick appropriate box) At school Employed (say for how long) _ Unemployed (say for how long) _ Self-employed (say for how long) Was your participation in the Traditional Apprenticeship Programme useful? (Tick appropriate box) Not useful Useful Very useful 71 Please tell us why you think it was not useful/useful/very useful: _ _ _ 10 Do you think the technical training you got at was useful? (Tick appropriate box) Useful Not useful 11 What skill did you get training in? _ 12 Has the certificate you got after your training been useful? (Tick appropriate box) Very useful Useful Not useful If it has been useful, in what way has it helped you? 13 Do you have any suggestions for improvement in the programme you attended? 14 Is there a demand for your trade in your area? (Tick the appropriate box) Yes Some, but not a lot No 15 Would you recommend to others that they a programme similar to the one you did? Yes No Questions 16 to 22 to be answered by those who responded to Question by saying they were employed 16 Please give the name and address of your employer: _ 17 How long did it take you to find your current job? 18 Is your current job a new position, or did you take over from someone else? (Tick appropriate box) New position Position occupied by someone else before 19 At which of the following are you employed? (Tick appropriate box) Urban Business Centre Rural Service Centre Urban home Rural home 20 Are you finding any problems with your current job? (Tick appropriate box) Yes No 21 If yes, please describe your problems: 72 22 What is your average income? Questions 23 to 32 to be answered by those who responded to Question by saying that they were self-employed 23 Please give the name, address and type of your business: 24 How many people, other than yourself, you employ? 25 Who helped you to set up your business? (Tick appropriate box) Family (Name of implementing agency) No-one Other Please give details to explain your answer: _ 26 How long after your TAP apprenticeship did it take you to start your own business? _ 27 Did you anything in between? (Please specify) 28 What problems are you currently facing? (Tick appropriate box or boxes) Tools Capital Working space Other (specify): _ 29 How you think the problems should be solved? 30 Have you approached anyone with your problem(s)? (Tick appropriate box) Yes No 31 If yes, whom have you approached and what was their response? 32 What is your average income (profit) per month? Questions 33 to 36 to be answered by those who responded to Question by saying that they were unemployed 33 Have you ever been employed or self-employed since doing the TAP? (Tick the appropriate box) Employed Self-employed Neither 34 What you think are the reasons why you are unemployed even though you went through the TAP? _ _ 35 What other options you think are available to you? _ 73 36 What are you intending to to solve the problem of your unemployment? _ _ Questions 37 to 39 to be answered by all respondents 37 Would you be interested in being informed about other opportunities that may arise from our programme? (Tick appropriate box.) Yes No 38 Would you be interested in joining a tool hire-to-buy scheme? (Tick appropriate box) Yes No 39 Please add any other comments you would like to make: _ _ _ Please return this form to: Traditional Apprenticeship Programme, XYZ Technical College, PO Box 1234, ABCD APPENDIX 7: Example of an Indemnity Form MINISTRY OF EDUCATION XYZ Technical College PO Box 1234 ABCD DEED OF INDEMNITY I (FULL NAME), a trainee on the EFG Traditional Apprenticeship Programme at the XYZ Technical College, agree to indemnify, without preconditions, the Organisation mentioned above in the event of any accident or injury occurring during my period of practical training I am aware also that I shall not be covered by the Organisation’s insurance policies or by Workman’s Compensation Insurance during the period of training _ Signature of Trainee _ Name of Witness in Full _ Signature of Witness _ Date _ Date APPENDIX 8: Example of a TAP Training Evaluation Form TAP TRAINING EVALUATION Please feel free to express your views on the technical inputs and support services you have been given by Mutare Technical College 74 Please DO NOT write your name GENERAL: What course were you doing? Please tick the appropriate box a) refrigeration b) cutting and designing c) welding and fabrication d) creative art and design e) motor-mechanics f) carpentry g) solar installations and repairs h) radio and television repairs i) electrical installations j) electrical domestic appliance repairs k) plumbing l) motor cycle repairs m) hairdressing How many were you in your group? (specify number) _ Did you enjoy your theory lessons? Yes No Explain your answer _ Did you enjoy your practical lessons? Yes No Explain your answer _ What was really useful in your theory lessons? Explain your answer _ What was really useful in your practical lessons? Explain your answer _ What was not useful in your theory lessons? Explain your answer _ What was not useful in your practical lessons? Explain your answer _ Did you cover the topics you were expected to cover in the given period? Yes No Explain your answer _ 75 10 What topics you feel could have been covered in more detail? Explain your answer _ 11 Are there any topics which you feel were not covered? Yes No Specify your answer _ Any other comments _ _ LECTURERS/LECTURES 12 Was your lecturer punctual for lectures? Yes No 13 Did your lecturer often excuse himself/herself from lectures? Yes No 14 How often did he/she excuse himself/herself from lessons? a) Not at all b) Not so often c) Often d) Very often 15 Was your lecturer free or open to answer your questions? a) Not at all b) Reserved at times c) Open/free d) Very free 16 Was your lecturer clear when giving explanations? a) No not at all b) Not clear c) Clear d) Very clear 17 Were your lecturer(s) available during working hours? Yes No Any other comments about your lecturers _ _ _ FOLLOW UP VISITS 18 How many times did your TAP Coordinators visit you? 19 How useful were follow ups to you? a) Not useful at all b) Useful c) Very useful 20 Were the arrangements for training made enough for you? a) Not at all b) Just adequate c) Adequate d) Very adequate Explain your answer _ _ 76 21 Suggested improvements _ _ 22 Comments which you may want to add _ _ _ BUSINESS MANAGEMENT TRAINING 23 Did you enjoy the Start Your Business Training? Yes No 24 What did you enjoy most about the business training? Explain _ _ 25 What did you not enjoy about the training? Please explain _ _ _ 26 In what way you think the business training helped you in terms of: a) new business ideas? _ b) generating a concrete business plan? _ _ c) motivating you to start your own business? _ Any other comments _ _ _ 77 This manual is intended to provide guidelines and support to those interested in setting up their own Traditional Apprenticeship Programme (TAP) It takes the form of a workbook to guide implementers in making choices and decisions about their particular TAP This manual should help interested institutions and organisations develop a TAP Programme using the experiences of GTZ-ISTARN as a foundation However, this manual is not a blueprint, which should be followed slavishly, it has been produced to provide guidelines based on what is thought to be best practice This manual has a complimentary first volume entitled ‘Is a Traditional Apprenticeship Programme an Option for You?’ which describes what a TAP is Both manuals are seen as an aid to replication and to the implementation of technical training programmes for the informal sector in different circumstances and locations 78 ... technical training programmes for the informal sector in different circumstances and locations Adding Value: Manual How to set up and run a TAP Traditional Apprenticeship Programme Manual produced... training Colleges You need to go back to the table in that manual to remind yourself about some of the issues and advantages and disadvantages that may apply to your particular kind of organisation... unemployment and an established informal sector A TAP is based on a traditional practice which has existed world-wide for many centuries and which has been shown to be widespread in southern Africa A TAP