ONLINE VERSION The online version of this report can be accessed at Workforce Development Authority,

Transcription

1

2 ABOUT THIS REPORT This Annual Report was prepared and approved by the Ministry of Education and issued by the Board of Governance, WDA. It relates to the Authority s performance for and to the measures outlined in the Portfolio Additional Estimates Statements for the same period. It also provides information for the community and stakeholders. ONLINE VERSION The online version of this report can be accessed at Workforce Development Authority, OWNERSHIP OF INTELLECTUAL PROPERTY RIGHTS IN THIS PUBLICATION Unless otherwise noted, copyright (and any other intellectual property rights, if any) in this publication is owned by the Workforce Development Authority onbehalf of the Government of Rwanda. WDA and Coart of Arms logos are products of the Government of Rwanda. All other logos, Trademarks and Trade names are for their respective owners. CONTACT US Workforce Development Authority P. O. Box 2707 Kigali - Rwanda Tel (+250) ; info@wda.gov.rw

3

4

5 H.E Paul Kagame at the official launch of the Integrated Polytechnic Regional Center (IPRC-Kigali)

6

7 Putting skills at the heart of economic success acronyms table of contents Word from THE minister 1 WDA Head Offices 6 heads of departments 8 Chapter 1 10 OUR VISION 12 MISSION 12 CORE MISSIONS 12 WDA departments and directorates 13 Curriculum Development Unit: 13 Directorate of TVET Accreditation & Quality Assurance (AQA) 14 Quality Assurance (QA): 14 QA ACTIVITIES 14 Objectives of accreditation 14 Objectives of quality assurance in RTVET 14 Implementation arrangements 16 Documents 16 Infrastructure 16 Training/Learning aspects 16 TVET Schools Development Unit (SDU) 17 Project Planning & Management Unit (PPMU) 20 Partnership Building Unit (PBU) 20 Promoting public awareness on the role of TVET 21 Campaign on Industrial Attachment Programme (IAP) 21 Mandate Of ToT Unit 21 Statistics of what has been done so far 22 Future Plan 22 xiii 2011 Exams General statistics 23 Year Book vii

8 Workforce development authority Key technical and professional trades The best 9 candidates in Technical and Professional trades The best candidates in each trade Information about grading: Key grades Exams 25 General statistics 25 Key technical and professional trades The best candidates in each trade 27 The districts by average weighed aggregates Exams Highlights of the 2013 National Practical Examinations for TSSs National TVET examination figures 28 Some highlights of 2013 exams A comparative view of the National TVET examination figures over the last few years 29 Chapter 2 30 Integrated Polytechnic Regional Centre (IPRC-Kigali) 32 The Skills that shape a better destiny 32 Vision 32 Mission 32 Academic and Training services: 32 Academic Departments: 32 Vocational Training Centre 33 Service to the Community 34 Future Programs 34 Mpanda Vocational Training Center: 36 Integrated Polytechnic Regional Center (IPRC-West) 38 IPRC-East 39 Our Vision 43 Our Mission 43 Technical Advisory Group (TAG) 43 viii Year Book

9 Putting skills at the heart of economic success ICT TRAINING CENTER-KIGALI 43 Courses at the center 43 Facilities 43 KAVUMU TRAINING CENTER 44 TCT CISCO REGIONAL ACADEMY 45 ELECTRONICS AND TELECOMMUNICATION DEPARTMENT 45 Micro-controller technology based on AVR. 45 NYANZA TECHNICAL SECONDARY SCHOOL 46 A brief about Nyanza Technical School 46 Address 47 Chapter 3 48 TVET SCHOOLS PER DISTRICT, PROVINCE and OWNERSHIP 50 TVET GRADUATES 63 TRAINERS IN TVET Technical Secondary schools 65 Vocational Training Centers 66 Chapter 4 68 Remera Hospitality & Tourism Academy: 70 Goals & timeframe 76 Project s added value and importance 77 Challenges 78 Multimedia experts are expensive: 78 Conclusion 80 Location 81 Vision 81 Mission 81 Training Programs 82 Future Plan 82 Year Book ix

10 Workforce development authority x Chapter 5 84 Skills Development Project (SDP) 86 SDP components 86 Component one: 86 Component objectives and activities 87 Beneficiaries 88 Component Two 90 Component three: 92 The Adolescent Girls Initiative (AGI) 100 Chapter Iwawa Youth Rehabilitation and Skills Development Center (IRVSDC) 104 Engineering competition (Robot contest) 113 Comprehensive Guidance and Counselling Model of career Development 114 Establishment of Career Guidance advisory services in TVET institutions process. 115 Business Incubation Centers 115 Chapter forging for sustainable partnerships for skills development 120 Swiss Agency for Development and Cooperation SDC 121 Promoting market oriented skills training in the Great Lakes region 121 JICA S Support to Tvet in Rwanda 123 Engagements under Human Resource Development 123 KfW Development Bank Partner of Rwanda 127 About KfW Development Bank 127 KfW in Rwanda 127 KfW s support for Rwanda s TVET sector 127 AKAZI KANOZE 129 Youth Livelihoods Project 129 Partnership with WDA 129 Major Achievements: Youth Workforce Development 130 Akazi Kanoze Graduate Creates Employment Opportunities for Peers Year Book

11 Putting skills at the heart of economic success Rhineland-Palatinate / Rwanda 132 Empowering people living with disabilities 134 Chapter SYNOPSIS OF WDA BUDGET FROM 2009 TO Recurrent Non Wages 142 Domestic Development 142 External Development Budget 142 from the press 143 notes 150 Year Book xi

12

13 Putting skills at the heart of economic success ACC ADARWA ADMA ADP AGI AGR ALP APEFE AQa ART ATECAR BNR BTC CAE CBA CBT CEFE CEL CEO CES CDU CISCO CSC CSM CST DG DRC ECOPD EDC EDPRS ELC ETO ETL ESSP Accountancy acronyms Action Pour le Developpement de l Artisanat au Rwanda Africa Digital Media Academy african Development Bank adolescent Girls Initiative Agriculture accelerated Learning Program Association pour la Promotion de l Education et de la Formation à l Etranger (French) / Association for the Promotion of Education and Training Abroad accreditation & Quality Assurance art and Crafts Asian Tobacco Education and Cancer Awareness Research Banque National du Rwanda (French) / National Bank of Rwanda Belgian Technical Cooperation Carpentry Competence Based Assessment Competency Based Training Competency based Economies through the Formation of Enterprises Computer Electronics Chief Executive Officer Ceramics and Sculpture Curriculum Development Unit Computer Information System Company Computer Science Computer Science and Management Construction director General democratic Republic of Congo Ex-Combatants and Other People with Disabilities Education Development Center, Inc. Economic Development and Poverty Reduction Strategy Electricity Ecole Technique Officielle (French) / Official Technical School Electronics and Telecommunication Education Sector Strategic Plan Year Book xiii

14 Workforce development authority ESO EUR fm FOR fy GDP GIP GIZ GME HOT HR HRM IAP ICT ILO IPRC IRVSDC IT ITU JICa KIST KN KOICA LAB Mod MINEDUC MINALOC MYICT MVM MoU NB NEC NCPD NGo NSIC NUFFIC NUR oda os OVC PAC PAFP Ecole des Sous-Officiers Euros frequency Modulation Forestry financial Year Gross Domestic Product Gishari Integrated Polytechnic German Society for International Cooperation, Ltd General Mechanics Hotel Operations Human Resource Human Resource Management industrial attachment framework Information and Communications Technology Industrial Liaison Officer The Integrated Polytechnic Centres Iwawa Youth Rehabilitation and Skills Development Center Information Technology International Telecommunication Union japan International Cooperation Agency Kigali Institute of Science and Technology Kigali, Nyarugenge Korea International Cooperation Agency Laboratory ministry of Defence Ministry of Education Ministry of Local Government Ministry of Youth and Information Communications Technology Motor Vehicle Mechanics memorandum of Understanding Please Note national Electoral Commission National Council of Persons with Disabilities non Government Organisation nation Small Industries Corporation Netherlands Universities Foundation for International Cooperation national Universiyt of Rwanda official Development Assistance operating System orphans and vulnerable children Presidential Advisory Committee Programme d Appui à la Formation Professionnelle xiv Year Book

15 Putting skills at the heart of economic success PC PBU PPMU PPP PSF PWO PXC QA REB RDB RNP RTQF RTVET RWF RDRC sdf SDU SDP SEC SME TAG TCT TOR ToT TSS TVET TV UK UP UNDP US USAID USD VET VTC WDA WSIS Personal Computers Partnership Building Unit Project Planning & Management Unit Public Private Partnerships Private Sector Federation Public Works Pixel Corps Quality Assurance Rwanda Education Board Rwanda Development Board Rwanda National Police Rwanda Technical Qualification Framework Rwandan Technical and Vocational Education and Training Rwandan Francs Rwanda Demobilization and Reintegration Commission skills Development Facility schools Development Unit skills Development Project Secretarial small and Medium scale Enterprises Technical Advisory Group Tumba College of Technology Tourism Trainer of Trainers Technical Secondary School Technical Vocational and Education Training Television United Kingdom Umutara Polytechnic United Nations Development Programme United States United States Agency for International Development United States Dollar Veterinary Vocational Training Centers Workforce Development Authority World Summit on the Information Society Year Book xv

16 Workforce Development Authority

17 Putting skills at the heart of economic success Word from THE minister Dr. Vincent Biruta Minister of Education The establishment of Workforce Development Authority (WDA) in the last four years by the Government of Rwanda has been a strategic response to the skills development challenges facing the country across all sectors of the economy. Since its inception in 2009, WDA has vividly worked towards realizing its mandate of being the leading driving force of development in Rwanda through the provision of Technical Vocational and Education Training (TVET). Through WDA, the local personnel is provided with hands-on skills for competitiveness and employability at local, regional and international labour market. TVET public awareness campaigns have been strongly emphasized to change the mindset of the Rwanda citizenry where many had a prior belief that joining vocational training was a sure spell to poverty. The Ministry of Education targets increasing enrolment into TVET from 38% to 60% by WDA has developed various activities whose main intention is raising awareness of its key activities. A case in point is through participating the TVET Expo, which is an annual event. Others include the robot contests, partnering with the private sector and local authorities, taking part in the annual beauty peagent known as The Miss Rwanda contest and supporting the work of local artists in order to highlight our programmes. Counting on over 303 TVET schools country wide, the development of local skills goes hand in hand with the enhancement of locally made products, using the latest technology through technical education. Through working together with different development partners, WDA has directed its focus on policies and strategies that are in line with government targets The Vision 2020, The EDPRS 2, ESSP, the Millennium Development Goals, among others. Key sector priorities that have been identified for intensive skills development are; construction and building services, Information and Communications Technology(ICT), Agriculture and Food Processing, technical manufacturing and assembling, clean and sustainable energy, art and crafts, beauty and aesthetics, mining and mineral processing, hospitality and tourism, film making, manufacturing and water resources management. Together, let us build a strong workforce for Rwanda s vibrant economy. This Year Book presents very significant information about WDA and other TVET stakeholders. Enjoy your reading! Dr. Vincent Biruta Minister of Education Year Book

18 Workforce development authority Year Book Hon Albert Nsengiyumva Minister of State in charge of Technical, Vocational Education and Training

19 Putting skills at the heart of economic success Hon. Dr Mathias Harebamungu Minister of State in Charge of Primary and Secondary Education Year Book

20 Workforce development authority Year Book Mr. John Bonds Bideri Chairman, Board of Directors Workforce Development Authority

21 Putting skills at the heart of economic success Jerome Gasana Director General Workforce Development Authority Year Book

22 WDA Head Offices

23

24 Workforce development authority 8 heads of departments TVET Training Unit Head, TVET Accreditation & Quality Assurance Unit Head, ICT Unit Year Book Director General Deputy Director General General Training Administration & HR Unit Head, Finance Unit Head, TVET Schools Development Unit Head, Partnership Building Unit Head, Project Management & Planning Unit

25 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8

26 Chapter 1

27 about us

28 Workforce development authority About us The is a public institution with a mandate of empowering Rwandans to acquire employability skills and entrepreneurial capacity. Both are seen as an engine to fast-track the country s development agenda. The establishment of WDA was formally approved by the Cabinet on January 18th, 2008 to provide a strategic response to the skills development challenges facing the country across all sectors of the economy. The law establishing WDA including its mission, organization and functioning puts it under the category of public institutions which are entrusted with regulatory responsibilities, development of economic and social activities, implementing Government programmes and other activities of general interest intended to improve the welfare of Rwandans. WDA provides support in upgrading skills to the Rwandan labour market through innovative approaches for further training. OUR VISION To become a regional centre of excellence in workforce development. MISSION To promote, facilitate and guide development, upgrading of skills and competencies of the national workforce in order to enhance competitiveness and employability. CORE MISSIONS i) To regularly identify Technical & Vocational Education Training (TVET) subjects recognized in Rwanda. ii) To develop curricula and standards on technical and vocational education in Rwanda. iii) To conduct inspections and observance of standards. iv) To set up a labour market information collection system in order to develop curricula and standards tailor-made to labour market needs. v) To teach and train vocational and technical trainers at all levels. vi) To train workers in various positions in order to upgrade their technical and hands-on skills. vii) To set up a streamlined system for conducting exams, vocational and technical certification and accreditation. viii) To sensitize and facilitate investors in vocational and technical training in Rwanda. ix) To promote employment through entrepreneurship development in collaboration with relevant authorities. x) To establish a National TVET qualification framework that ensures vertical and horizontal mobility and one that is well integrated in the national qualification framework. xi) To establish relationships with other regional and international agencies carrying out similar missions Year Book

29 Putting skills at the heart of economic success WDA departments and directorates Administrative Assistant Internal Audit Legal Advisor Procurement IPRC Principals TVET Training Unit Deputy DG General Training (1) Administrative Assistant (1) Curriculum Development Examination and Certification Archives ¾ Training of Trainers Vocational ¾ & Industry based Training Technical ¾ and Diploma Program TVET Accreditation & Quality Assurance Unit Accreditation for vocational and industry based training Accreditation for Technical and A1 Program Quality Assurance for vocational & industry based training Quality Assurance for technical & A1 program MINEDUC Board of Directors Director General Deputy DG Corporate Services Administrative Assistant Administration & HR Unit Customer Care Public Relations and Marketing Estates Manager Logistics HRM Documentation and Archives Central Secretariat Finance Unit Chief Accountant Accountant Budget Manager Secretary ICT Officer Web Master ICT Unit TVET Schools Development Unit Physical Planning & Design Quantity Survey Civil Engineering Equipment Management & Maintenance Partnership Building Unit Private Sector Partnership Entrepreneurship Development Civil Society & Public Institutions Partnership TVET Jobs and Career Guidance Project Management & Planning Unit Planning Project Proposals and Funding Industry Commercial Collaboration, Innovation and Research Performance Monitoring and Evaluation Statistician TVET Information system Secretary WDA operates through the following departments to execute its mission and vision: Curriculum Development Unit: Curriculum Development Unit (CDU) is responsible for developing all curricula, learning/ instructional materials (reference books, trainer s manuals, trainee s manuals and digital content) that respond to labour market needs. There are many occupations identified and prioritized from the above mentioned economic sectors. The development of competence based curricula involves different stakeholders including training institutions (Trainers, school managers) and companies (industry experts and managing directors). These are involved to have their inputs that lead to the development of demand driven curricula. Our curricula are developed in line with Rwanda Technical Qualification Framework (RTQF) which has got seven levels of qualifications with seven different awards as follows: TVET foundation certificate TVET basic skills level TVET Certificate I, II and III Diploma and Advance Diploma, Year Book

30 Workforce development authority NB: Each level leads to two paths (labour market / or next level). The following are developed qualifications which can be retrieved from WDA s website ( Directorate of TVET Accreditation & Quality Assurance (AQA) Accreditation and Quality Assurance Unit is one of the eight directorates comprised in WDA. It has a specific mandate and different objectives related to AQA in TVET system. Quality Assurance (QA): This is a set of procedures developed and activities that contribute to the design, assessment and monitoring of standards agreed upon by all stakeholders in order to maximize the probability that minimum standards of quality are being attained by the training/ apprenticeship process. QA ACTIVITIES Standards development Internal and external trainer audits TVET providers audits Development of school self assessment tool Training of TVET providers on self assessment tool Validation of self assessment tool Supervision of CBA implementation Organization of the verification process of CBA implementation Supervising the Validation of Curricula Supervising the Validation of qualifications Monitoring of standards implementation RTQF implementation Objectives of accreditation Recognising awarded certificates, Diplomas or Degrees; To ensure high quality standards; Accreditation is meant to protect students, schools and employers. Indeed it ensures that students are learning and the school meets quality standards. Objectives of quality assurance in RTVET Improving access to Rwandan Technical and Vocational Education and Training; Promoting the improvement of TVET Providers and the TVET system as a whole; (Verify ) the Development of CBT Curricula and the provision of appropriate basic textbook requirements in TVET; Increasing teacher effectiveness through better trainers accreditation, removal of unqualified teachers and developing a teacher training master plan; Maintaining and raising the quality and relevance of programmes in TVET institutions and incorporating QA mechanisms; Strengthening the delivery of services by creating community-school partnerships and improving local government planning for the TVET sector. To keep the Minister of Education informed about the quality of instructions provision in TVET schools Year Book

31 Putting skills at the heart of economic success TVET CURRICULA ALREADY DEVELOPED 1.TVET Curricula Foundation Certificate under experimentation (AGI Project Training centers) S/N QUALIFICATION TITLE 1 TVET Foundation Certificate in Leather works 2 TVET Foundation Certificate in Basketry 3 TVET Foundation Certificate in embroidery 4 TVET Foundation Certificate in Beading 5 TVET Foundation Certificate in Culinary Arts 6 TVET Foundation Certificate in Milk processing 7 TVET Foundation Certificate in Fruit processing 8 TVET Foundation Certificate in Poultry farming 9 TVET Foundation Certificate in Fish farming 10 TVET Foundation Certificate in Nursery operations 11 TVET Foundation Certificate in Horticulture production 2. TVET Certificate I Curricula under experimentation (Southern province in nine piloting schools) S/N QUALIFICATION TITLE 1 TVET certificate I in masonry 2 TVET certificate I in Plumbing 3 TVET certificate I in Carpentry 4 TVET certificate I in Domestic Electricity 5 TVET certificate I in Welding 6 TVET certificate I in Tailoring 7 TVET certificate I in Auto electricity 8 TVET certificate I in Engine Mechanics 9 TVET certificate I in Panel Beating 10 TVET certificate I in Culinary arts 11 TVET Certificate I in Food and beverage services 12 TVET certificate I in Computer maintenance 3.TVET Curricula Waiting Experimentation S/N QUALIFICATION TITLE 1 TVET certificate I in Engine Mechanics 2 TVET certificate I in Panel Beating 3 TVET certificate I in Housekeeping 4 TVET certificate I in Veterinary sciences 5 TVET certificate I in Forestry 6 TVET certificate I in Food processing 7 TVET certificate I in Crop Production Year Book

32 Workforce development authority Implementation arrangements AQA has three departments: Accreditation department, Quality Assurance department and RTQF implementation management Requirements for Accreditation application Documents Application letter addressed to WDA Director General submitted before 15 th August of the year preceding the expected starting academic year through the District Authorities. Land title document approved by legal authority Statute of the owner of the school approved by legal authority. Establishment plan of infrastructure development; Application form for a provisional Recognition of TVET Institutions of higher education (A1 program) filled out in 10 copies Infrastructure Number of classrooms and their dimensions Standard workshops and stores related to operative trades / options or to be started Administration block (number of offices) Boarding Social facilities: number of toilets, number of bathrooms, dormitories (dimension), dining room (dimension), kitchen (clean and healthy) Training/Learning aspects List of learning materials and equipment related to trades or options (equipments, consumables and materials for specialized rooms, books) or offered including Curricular. Number of students expected List of trainers/teachers showing their qualifications and experience Description of AQA Unit supervision regime (line management) Director General Deputy Director General Incharge of Training Director of AQA Accreditation Officers (2) Quality Assurance Officers (2) Year Book

33 Putting skills at the heart of economic success TVET Schools Development Unit (SDU) This unit is in charge of Coordinating TVET planning through expansion and rehabilitation of TVET schools for skills development. TVET Schools Development is one of the WDA departments responsible for upgrading the existing TVET schools, putting new infrastructure and provision of training equipment as well as teaching materials. The unit coalesced around an architect, a building cost expert, civil engineer and equipment management and maintenance experts. During year 2012/2013 many VTCs under the mandate of Workforce Development Authority have undergone construction and rehabilitation. The Schools Development Unit of WDA is responsible for the design and supervision of the all the projects. Below is a summary of these projects carried out to increase enrolment and quality of TVET for year 2012/2013. Nyarugunga VTC This center has a single building having three rooms that has been converted to new workshops which include Food Processing workshop, culinary workshop and Art & Craft workshop. The rehabilitation works included modifying internal walls, installing new ceilings, new doors and windows, new electrical and plumbing works, plastering works and painting internal and external walls. Shyorongi VTC This center has two buildings that have been joined to form a single building having three rooms that have been converted to new workshops which include Food Processing workshop, Culinary workshop and Art & Craft workshop. The rehabilitation works include modifying internal and external walls, new walling, new doors and windows, new electrical and plumbing works and plastering works, painting internal and external walls. Rehabilitation Gaculiro VTC This center has two buildings of which the first has been converted to a culinary workshop having two workshop rooms and a classroom and storage room. The second building has a food processing workshop, Art & Craft workshop and two small office rooms. The rehabilitation works include modifying internal and external walls, new walling, new doors and windows, new electrical and plumbing works and plastering works, painting internal and external walls. Bushoki VTC This center has a single building having six rooms that has been converted to new workshops which include Food Processing workshop and Art & Craft workshop, one storage room and three classrooms. The rehabilitation works included painting existing doors and windows, new electrical and plumbing works, painting internal and external walls. Year Book

34 Workforce development authority Rushaki VTC This center has a single building having four rooms of which two rooms have been converted to new workshops which include Agribusiness workshop and Art & Craft workshop. Another room has been converted to a storage room and one office room. The rehabilitation works included painting existing roof iron sheets, installing new doors and windows, new electrical, painting internal and external walls. Kinihira VTC This center has a single building having five rooms that have been converted to new workshops which include Agribusiness workshop, Food Processing workshop and Art & Craft workshop, one storage room and one office room. The rehabilitation works included new walling, new roofing, installing new doors and windows, new electrical, painting internal and external walls. Rutare VTC This center has a single building having four rooms that have been converted to new workshops which include Agribusiness workshop and Art & Craft workshop, one storage room and one office room. The rehabilitation works included new roofing, installing new doors, and new electrical, painting internal and external walls. Kibali VTC This center has a single building having four rooms that have been converted to new workshops which include culinary workshop and Art & Craft workshop, one storage room and one office room. The rehabilitation works included new roofing, installing new doors and windows, new electrical, painting internal and external walls. Cyanika VTC This center has seven buildings comprising of Food processing, culinary workshop, tailoring workshop, Art & craft workshop and administration block. It also includes construction of a new pit latrine and construction of a drive way paving and fencing. The rehabilitation works included new walling, new roofing, installing new doors and windows, new electrical and plumbing works, new floor screed, plaster works, painting internal and external walls. IPRC-South/Huye Campus This is the former ESO (Ecole des Sous-Officiers) which is now the headquarter of IPRC-South/ Huye Campus. Prior to a massive development of the campus planned in the near future with help of concessional loan from Chinese government, some refurbishment works were carried out to allow the center to perform its new functions Year Book

35 Putting skills at the heart of economic success of a TVET facility. Presently it offers diploma and vocational courses in Construction and Hospitality sectors. Rehabilitation works consisted of renovating and remodeling of workshops (carpentry, masonry, plumbing, welding and hospitality), classrooms, office building and staff quarters as well as equipping the above mentioned facility. Ngororero VTC This center has four buildings comprising of Food processing, culinary workshop, administration block and Staff Quarters. It also includes construction of a new pit latrine, drive way paving and fencing. The rehabilitation works included new walling, new roofing, installing new doors and windows, new electrical and plumbing works, new floor screed, plaster works, painting internal and external walls. Ecole D Art Nyundo This center has eleven buildings comprising of sculpture workshop, graphics art workshop, ceramics workshop, administration block, dining, kitchen, boys dormitory, and three classrooms. It also includes demolition of two buildings, new construction of a pit latrine and a retaining wall and drive way paving. The rehabilitation works included new walling, new roofing, installing new doors and windows, new electrical, new floor screed, plaster works, painting internal and external walls. Nyarutarama Incubation Center This center involves construction of a four storied building. It also involves construction of a new pit latrine, drive way paving and fencing. Works are still ongoing with 90% of the work complete. The remaining works include plumbing, electrical, ceiling and wall painting finishes and external works which are all in progress. The project is being implemented by GASABO district and WDA provides technical support including equipping the centre. Works are expected to be completed by the end of 2013 Gishari VTC This centre offers training in electrical, plumbing and masonry trades. Works of Phase 1 consisted of erecting three workshop buildings for the above mentioned trades including eastern province based motor vehicle inspection centre. Works of Phase II consisting of an administration bloc, classrooms and additional workshops shall be commenced earlier The project is being implemented in partnership with Rwanda National Police. Rwabuye Hospitality This building used to be a farm house for Rwabuye VTC is now remodeled into a hospitality centre training in culinary art and Food Beverage. Works evaluated at 84% now, are expected to be completed by the end of Pending works include roof, ceiling, wall finishes and 2 nd fix of mechanical installations. Burera VTC This is a new centre which shall offer training in automobile technology, carpentry and masonry. Works consist of erecting three workshop buildings for the above mentioned trades and auxiliary facilities: an administration bloc, classrooms and latrines. The project is being implemented in partnership with RLDSF and Burera district. Year Book

36 Workforce development authority Musanze TVET School ( IPRC-North/Nyakinama Campus) Construction works of these headquarters of IPRC-North/Nyakinama Campus commenced on 15 November 2012 with practical completion planned on 30 June The campus shall offer training in construction, hospitality and agriculture sectors. Works consists of building training workshops, offices, and dormitory, classrooms, laboratories and staff quarters. Two blocs of staff apartments are complete, walling of 2 dormitories is complete, foundation works of learning centre, dining hall, welding workshop are complete, concreting works of the first floors of training hotel and agriculture and food processing workshops. The overall progress is evaluated at 70%. Project Planning & Management Unit (PPMU) Deals with Data/information on TVET operations in WDA & IPRCs, Policy Orientation & Strategies on TVET, Strategic Plans & Priorities for TVET implementation. Partnership Building Unit (PBU) The department is mandated to strengthen and initiate relationships aiming at seeking technical and financial support, exchanging information on TVET as well as benchmarking Rwanda s TVET standards. This unit establishes a strong link with Government institutions, Private Sector and Civil Society Agencies in order to achieve its mandate. These links are built on mutual understanding related to skills development as a major tool to economic development as streamlined in national Economic Development and Poverty Reduction Strategy (EDPRS 2). It is in this respect that PBU has a clear mandate to set and monitor the implementation of policy for partnership building in WDA through; Promoting compliance of policy guidelines and legal arrangements necessary for partnership building with Development Partners, Private Sector, Government Institutions and Civil Society. Coordinating and facilitating the implementation of recommendations made by the TVET Partners. Linking WDA with local and international partners supporting TVET delivery activities. Identifying and supporting Public Private Partnerships (PPP) that address skills challenges across all sectors of the economy. Mobilizing financial resources for the implementation of the TVET/WDA strategic plan. Coordinating the drafting and approval process of all MoUs that WDA intends to have with its partners. Creating and managing the database of all TVET partners and their specific areas of contribution. Coordinating the implementation of TVET jobs and career guidance. Coordinating the integration of entrepreneurship skills into TVET System and to work closely with planning department to ensure the integration of partners activities in WDA s work plans. Since the establishment of the PBU, a number of key achievements have been registered through its personnel namely; Private Sector Partnership officers, Entrepreneurship Development Officer, TVET jobs and Career Guidance officer and Public Institutions and Civil Society Partnership Officer, all under the supervision of the Director of Partnership Building Unit. These achievements include but not limited to; Year Book

37 Putting skills at the heart of economic success Development of the Industrial Attachment Framework (IAP). Integration of entrepreneurship program in the existing TVET Program. Creation of partnership through signing of MoUs with other Stakeholders (Partners). Initiation of the Upgrade Your Skills Fund which has supported 90 public and private companies to upgrade skills of the Rwandan community. Different training facilities (workshops, class rooms, laboratories, training equipment and other facilities) have been upgraded and constructed in different parts of the country through partnership with different local and foreign partners. WDA partnership strategic framework and career guidance framework have been developed whose validation is under way. On the side of partners, the department managed to negotiate several partnerships with both Local and International Development Partners among which include; The Kingdom of Belgium - Common Program (BTC, VVOB and APEFE), The Kingdom of the Netherlands (NUFFIC), GIZ, Renaniland palatinate, Japan Cooperation Agency, KOICA, The World Bank, Swiss Cooperation, The Government of China, The Government of India, Rwanda National Police (RNP), The Ministry of Youth and ICT (MYICT), The Ministry of Defence (MoD), The World Vision, MANUMETAL, Garage ATECAR, ADARWA, etc. Promoting public awareness on the role of TVET While promoting public awareness on TVET still remains a challenge, WDA has been involved in activities that could alert a larger population about the importance of acquiring technical skills. For instance,wda in partnership with the Private Sector Federation organized the first and ever TVET Expo in Rwanda that ran from December 08-12, The aim was to promote the involvement of the private, public sectors and development partners in the implementation of the TVET system. This kind of forum is also intended to foster partnerships between TVET schools and business companies in facilitating the industrial attachment programs. Plans are also afoot to take such campaigns to the East African level as part of marketing TVET. Campaign on Industrial Attachment Programme (IAP) WDA and the Japan International Cooperation Agency (JICA) have been engaged in a nation-wide campaign to sensitize private companies & cooperatives on continuous support to TVET students in their Industrial Attachment Program (IAP). This campaign has covered the districts of Kicukiro, Gasabo, Bugesera, Nyarugenge, Rwamagana Ngoma, Kayonza, Kamonyi, Muhanga, Ruhango, Nyanza, Huye, Gisagara, Nyaruguru, Nyagatare, Rulindo, Musanze, Nyabihu, Rubavu, and Kirehe. The Ministry of Education and WDA in April 2013 entered into partnership with the Swiss Foundation for Technical Cooperation, aimed at establishing a vocational training center in each of the 5 districts that make up the western province. This project is being implemented through the Swiss contact an organization of the Swiss private sector for development cooperation. Construction is estimated at US$ 2.8 million. The five districts where the project is to be implemented include Karongi, Rusizi, Ngororero, Nyamasheke and Rutsiro. Mandate Of ToT Unit To Train TVET trainers as per priority areas Liaise with local and international institution with a mandate of training of trainers Identification /selection of master trainers as per priority areas Advise the management as regards to the fields of trainers Year Book

38 Workforce development authority Statistics of what has been done so far The in services trainers have been trained in the following areas: Pedagogy: 565trainers English: 461 ICT: 234 Technical training: 399 Training abroad: 17 Future Plan Establishment of TOT Centers Finalization of TOT strategies Upgrade the existing in Services trainers to master trainers based on TOT Strategy Recognition of prior learning of some existing trainers Upgrade the existing in Services school managers and IPRC staff. The philosophy behind WDA is that of a demand-led competency-based skills development. This philosophy shall ensure that all curricula that are implemented under the WDA framework arises out of the need of the employers and the curricula would have gone through thorough consultation with employers concerning the skill needs Year Book

39 Putting skills at the heart of economic success 2012 TSS national exams Information about Examinations & Certification Introduction WDA started organizing national exams in 2011 with the initiatives: Handing over of this docket from the REB, Conduct examinations in TSSs. Collaboration with the REB, NEC and other Government Institutions. Since, WDA introduced practical examinations in TSSs Exams 1.1 General statistics Former Rwanda National Examinations Council handed over all the responsibilities of Professional and technical examinations to workforce Development Authority (WDA) in December Technical and professional examinations of 2011 were the first to be administered by Workforce Development Authority. 17,178 Candidates registered for Technical and professional examinations in ,714 Candidates, representing 97.3% sat for Technical and professional examinations in Out of 16,714 candidates who sat for the examinations, male candidates were 8,179 (48.9%) and Female candidates were 8,535 (51.1%). Out of 16,715 candidates who sat for A level technical and professional examinations, 15,185 candidates (90.8% ) passed and qualified for the award of Advanced Level Certificate In Technical And Professional Secondary Education. This can be compared to the pass rate of 87.2%, in This means a slight Year Book

40 Workforce development authority increase in the level of performance at the national level between 2010 and However the pass rate in 2010 includes both TVET and general education. Out of the 15,185 candidates who passed, 7,670 candidates (50.5%) are boys, while 7,515 candidates (49.5%) are girls. More boys passed than girls. In 2011, out of the 16,714 candidates who sat for examinations, 1,033, representing (6.2%) were private candidates and among them, 520 passed, which represents a pass rate of 50.3% for private. The numbers of technical and professional options in 2011 were 21. There is a remarkable performance of schools in rural districts including GISAGARA, GICUMBI, NYAMASHEKE and GATSIBO and HUYE Key technical and professional trades. In 2011, the following trades were sat in National exams. S/N OPTION CODE 1 Accountancy ACC 2 Agriculture AGR 3 Graphic Arts ART 4 Carpentry CAP 5 Tailoring TAL 6 Construction CST 7 Computer Science CSC 8 Computer Science And Management CSM 9 Ceramic - Sculpture SCE 10 Computer Electronics CEL 11 Electricity ELC 12 Electronics And Telecommunication ETL 13 Forestry FOR 14 General Mechanics GME 15 Laboratory LAB 16 Motor Vehicle Mechanics MVM 17 Public Works PWO 18 Secretarial SEE 19 Veterinary VTE 20 Hotel Operations HOT 21 Tourism TOR 1.3 The best 9 candidates in Technical and Professional trades S/N Name Other Name District Option Aggregate 1 Ndahimana Donatien Nyanza Csc 60 2 Ishimwe Olivia Kicukiro Hot 60 3 Jean De Dieu Nsabimana Huye Agr 60 4 Uwayo Emmanuel Gakenke Acc 60 5 Nsabimana Sylvain Gakenke Acc Year Book

41 Putting skills at the heart of economic success 6 Iraguha Placide Kamonyi See 60 7 Iremaniyizigihe Clement Kamonyi See 60 8 Nyandwi Mathieu Kamonyi See 60 9 Tuyambaze Philbert Gakenke Acc The best candidates in each trade S/N Name Other Name District Trade Aggregate 1 Ndahimana Donatien Nyanza Csc 60 2 Ishimwe Olivia Kicukiro Hot 60 3 Jean De Dieu Nsabimana Huye Agr 60 4 Nsabimana Sylvain Gakenke Acc 60 5 Iraguha Placide Kamonyi See 60 6 Kazarwa Saflat Nyarugenge Elc 58 7 Iradukunda Claude Nyabihu Csm 57 8 Dushimimana Jean Clement Nyarugenge Cst 57 9 Jerome Duhimbazimana Gasabo Tor Rukundo Jean De Dieu Nyanza Pwo Havugiyaremye Isaac Nyanza Mvm Kwizera Janvier Nyanza Etl Information about grading: Key grades. A:6 Points (Principal pass) B:5 Points (Principal pass) C:4 Points (Principal pass) D:3 Points (Principal pass) E:2 Points (Principal pass) S:1 Point (Subsidiary pass) F: Fail (Fail ) Conditions for passing: i) Candidates who qualify for certificate should have scored at least 3 subsidiary passes at grade S or its equivalent. ii) For professional Certificate of Education each subject bears a different weight in different options because of the different Learning hours per week. iii) In professional subjects candidates who qualify for the award of a certificate should have passed in 3 subjects with at least 3 Subsidiary passes (3 S s) plus at least E in the practical paper Exams General statistics i) Former Rwanda National Examinations Council handed over all the responsibilities of Professional and technical examinations to workforce Development Authority (WDA) in December ii) Technical and professional examinations of 2011 were the first to be administered by Workforce Development Authority. Year Book

42 Workforce development authority iii) This was the 2 nd time the Technical and professional examinations is administered by WDA. iv) 17,428 Candidates registered for Technical and professional examinations in v) 17,223 Candidates, representing 98.8% sat for Technical and professional examinations in vi) Out of 17,223 candidates who sat for the examinations, male candidates were 8,559 (49.6%) and Female candidates were 8,664 (50.2%). vii) Out of 17,223 candidates who sat for A level technical and professional examinations, 15,664 candidates (90.95%) passed and qualified for the award of Advanced Level Certificate In Technical And Professional Secondary Education. This can be compared to the pass rate of 90.8.%, in This means a slight increase (0.15%) in the level of performance at the national level between 2011 and viii) Out of the 15,664 candidates who passed 7930 candidates (50.5%) are boys, while 7,727 candidates (49.5%) are girls. More boys passed than girls. ix) In 2012, out of the 17,223 candidates who sat for examinations, 548, representing (6.2%) were private candidates and among them, 348 passed, which represents a pass rate of 50.3% for private. x) The numbers of technical and professional options in 2012 were 21. xi) There is a remarkable performance of schools in rural districts including KIREHE, GISAGARA, RWAMAGANA, GICUMBI and KAYONZA. Key technical and professional trades. In 2012, the following trades were sat in National exams. S/N OPTION CODE 1 Accountancy ACC 2 Agriculture AGR 3 Graphic Arts ART 4 Carpentry CAP 5 Tailoring TAL 6 Construction CST 7 Computer Science CSC 8 Computer Science And Management CSM 9 Ceramic - Sculpture SCE 10 Computer Electronics CEL 11 Electricity ELC 12 Electronics And Telecommunication ETL 13 Forestry FOR 14 General Mechanics GME 15 Laboratory LAB 16 Motor Vehicle Mechanics MVM 17 Public Works PWO 18 Secretarial SEE 19 Veterinary VTE 20 Hotel Operations HOT 21 Tourism TOR Year Book

43 Putting skills at the heart of economic success 2.3 The best candidates in each trade S/N OPTION District NAME OTHER NAME AGGREGATE 1 ACC Nyanza Songa François 60 2 AGR Muhanga Habanabakize Flodouard 57 3 ART Rubavu Kabandana Casimir Pacifique 49 4 CAP Bugesera Phillipe Nsanzimana 51 5 CEL Gisagara Urwibutso Fabiola 53 6 CSC Ruhango Muhire Jean Rémy 55 7 CSM Ruhango Rukundo Martin 54 8 CST Kicukiro Twiringiyemungu Jean Claude 56 9 ELC Gasabo Sibomana Gabriel ETL Nyanza Kubwayo Rutaganira Egide FOR Nyabihu Nkurunziza Olivier GME Ngoma Nsengiyumva Samson HOT Rubavu Nyirahabufite Patience LAB Huye Léonie Niwemutoni MVM Nyanza Twagirimana Evariste PWO Gisagara Rugamba Jean Norbert SCE Rubavu Nzabagenderaneza Theoneste SEC Nyabihu Marie Therese Ingabire TAL Bugesera Alice Nyirambarushimana TOR Musanze Jean D amour Niyonzima VET Huye Abdon Munyampundu 57 The districts by average weighed aggregates. S/N District Average Weighed Aggregate Number of candidates 1 Kirehe Gisagara Rwamagana Gicumbi Kayonza Nyamasheke Gatsibo Nyabihu Gakenke Nyanza Muhanga Ruhango Rusizi Huye Bugesera Nyagatare Ngororero Ngoma Karongi Year Book

44 Workforce development authority 20 Burera Rubavu Kamonyi Nyamagabe Rutsiro Gasabo Kicukiro Musanze Nyarugenge Exams 3.1 Highlights of the 2013 National Practical Examinations for TSSs These examinations were conducted in September 2013 with the following features: 96 Centers, 905 Panel members, 21,778 candidates, A participation rate of 99.2% A budget of 219,801,130 The exercise was coordinated by the principals of IPRCS, and it involved the: Inclusion of TVET Practitioners Transfer of teachers into districts away from their normal work stations as external assessors in order to promote objectivity and quality of the process National TVET examination figures Item Scale Remarks Number of candidates this year (2013) 21,778 Increase of 26.4% over 2012 figures Overall 17,219 = 100% Number of School candidates 97.6% candidates in Private Candidates 2.4% 2012 Male Candidates 50.04% Female candidates 49.96% Examination centres 73 Examination papers 114 Budget for administration 283,579,973 Budget for printing, not included. Some highlights of 2013 exams Participation: 21,713 out of 21,778 registered: 99.7% 8 students sat for exams in hospitals 1 candidate at APAER Kabuga, Gasabo gave birth on October 31 st, 2013 night Security measures were taken to ensure security during the week end Marking started on November 16 th, Year Book

45 Putting skills at the heart of economic success 4. A comparative view of the National TVET examination figures over the last few years Indicator Number of candidates 16,714 17,223 21, % School candidates 15,681 16,675 21, % Private candidates 1, % Male candidates 8,179 8,559 10, % Female candidates 8,535 8,664 10, % Occupations/trades % Examination papers % Budget (Rwf) - 148,200, ,422, % General Remarks Increase in 2013 over 2012 In 2012, the laboratory occupation or trade ceased to be offered. ABOVE: Launch of the 2012 TSS exams in eastern province (Nyamata TSS) by state minister in charge primary and secondary Education Dr. Mathias Harebamungu Year Book

46 Chapter 2

47 Integrated Polytechnic REGIONAL Centres

48 Workforce development authority Integrated Polytechnic REGIONAL Centres (IPRCs) In 2008, the Government of Rwanda (GoR) under the Ministry of Education started the process of integrating technical education into the national curriculum. This led to the establishment of the first IPRC (IPRC Kigali) which kicked off the beginning of a system in TVET that provides professional technical education up to the level of diploma (A1). IPRC Kigali currently exists among four other Integrated Polytechnic Regional Centers in the country; IPRC-North (in Musanze district), IPRC-South (Huye district), IPRC-West (Karongi district) and IPRC-East (Ngoma district). All IPRCs act as WDA base for supervision, implementation and coordination of TVET activities in their respective locations. Integrated Polytechnic Regional Centre (IPRC-Kigali) The Skills that shape a better destiny Since its beginning, IPRC Kigali has continued to receive considerable support both from the Government of Rwanda and its external development partners. While the Government provides the biggest source of funding, the development partners have also been very supportive in funding its related development projects. Vision IPRC- Kigali aspires to be a leading world class institution in the provision of producing graduates capable of developing and implementing creative technical solutions to social and industrial needs of Rwanda, the region and international society. Mission To provide technical and vocational training at all levels in order to empower students and enhance their opportunities for career advancement and success in a global economy. To date IPRC Kigali has a highly motivated student population, which has grown from 209 in 2009 to 3662 in 2013 catering for various levels of technical courses. Academic and Training services: All diploma programs are covered in a period of 2 years and those for advanced Diploma are covered in 3 years. The duration for these programs is necessary to impart knowledge and skills required by industries. The program is offered in full time both in day and evening. Academic Departments: i) Civil Engineering Department: Currently, the department offers 5 options: Year Book