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

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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) ; [email protected]

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

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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

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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

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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

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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

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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

49 Putting skills at the heart of economic success Construction technology Water technology and sanitation engineering Quantity surveying Plumbing technology Engineering surveying ii) Electrical and Electronics Department: Programs offered include: Electrical technology Electronics and telecommunication technology Biomedical equipment technology iii) Information and Communication Technology (ICT) Department: The program in this department equips students with a higher level of industrial skills, and enables them to be more proficient in the areas of hardware, networking, software and multimedia. iv) Mechanical Engineering Department: The department of Mechanical Engineering offers three programs: Production / manufacturing technology Air conditioning and refrigeration technology Automobile technology v) Mining Engineering Department; This is a new department that started in February The department offer diploma and advanced diploma program based on demand. The program is designed to equip its graduates with the skills necessary to work in and/or regulate the domestic mining industry as well as servicing the region. The program is designed to produce mining professionals who will serve in Rwanda, the region and beyond with knowledge and skills in geology and geophysics, mining engineering, safety and environmental management. Vocational Training Centre In order to solve the problem of lack of skilled and competent people in different occupations, IPRC Kigali started Vocational Training programs in may 2009 with the aim of training short course programs for 3 & 6 months, and one year. Year Book

50 Workforce development authority VOCATIONAL TRAINING DEPARTMENT Program Electrical Industrial Installation Construction Automobile Ict Modules Electrical installation Electrical machines Industrial automation Electrical instrumentation Welding Sheet metal Plumbing Masonry Steel works Carpentry Computer aided drafting Engine chassis Body works Painting Auto electrical/electronics Net working Multimedia Software development As part of the above mentioned departments, IPRC Kigali has supportive departments to empower students with communication skills for career opportunities and economic development. Service to the Community IPRC Kigali offers services to the community such as consultancy and other services related to courses offered. A business incubation center also established at IPRC-South supports graduates to establish small medium enterprises. The center houses 10 companies. Future Programs In the near future, IPRC Kigali plans to open up new programs: Multimedia Urban planning, Construction management, Clean and sustainable energy technology Electromechanics Processing technology, Travel and Tourism and Hotel management Training of Trainers (ToT) Center Construction of a training Hotel Learning Environment IPRC- Kigali has a learning environment to help students in their different activities. This includes sport facilities, green environment, student social clubs, etc. The Information Access Center consists of a library, an Internet lounge, IT training laboratory and seminar rooms among others to support learning for both students and the community at large Year Book

51 Putting skills at the heart of economic success For further Information please contact us on: Integrated Polytechnic Regional Center (IPRC Kigali) P.O. Box 6579, Kigali-Rwanda Tel: / / Web: [email protected] Year Book

52 Workforce development authority Some of the TVET role model schools Mpanda Vocational Training Center: Mpanda Vocational Training Center is located in Byimana sector (Ruhango district)/ Southern province. The school has a student population of about 480 and is also considered one of the best training centers in carpentry. Other trades offered are welding, construction, catering services, electrical installation and tailoring. Mpanda VTC was also one of the seventeen winners of the first round of SDF grants awarded by the World Bank through WDA. The center was awarded Rwf 53 million to increase capacity of training advanced carpentry. Thirty seven students have already completed a 3 month training aimed at upgrading their skills in furniture making and entrepreneurship capacity. According to the Director of Mpanda VTC Gilbert Ndangamira, the prices of products made by students are a clear indication that graduates are assured of better standards of living. Among them, a sofa set costs between Rwf 400,000 and Rwf 650,000 while a wooden door costs between Rwf 80,000 and Rwf 240,000. The role played by Mpanda VTC in improving the lives of the local community is also worth noting. According to Innocent Bizimana a local Official from Byimana sector, students have been engaged in the construction of houses for vulnerable families and classrooms used in both the 9 and 12 year Basic Education programs Year Book

53 Putting skills at the heart of economic success Year Book

54 Workforce development authority Integrated Polytechnic Regional Center (IPRC-West) IPRC West is located in Karongi district (Western Province). It is among the five existing Integrated Polytechnic Regional Centers in the country that provide professional technical Education up to the level of diploma (A1). Graduates from IPRC West have proved the expertise based on special technical skills. The first example was when the school emerged the best exhibitor of the second Technical and Vocational Education Training (TVET) expo held in November Among other activities, IPRC West developed a remort controlled mobile cell phone system to open a gate and turn on/off lights. During another exhibition at district level held in Karongi, Robert Kazungu together with his trainers demonstrated another remote controlled technology of using a cell phone system to start timber /log cutting machines and grain milling machines. At vocational level, IPRC-West trains four occupations in hospitality &tourism and four in construction & building servicing. Technical Secondary School level offers Motor Vehicle Technology, General Mechanics, and Electricity. Polytechnic studies are based on priority national economic sectors which are; tourism and hospitality, construction and building services, agriculture and food processing, technical services and Assembling, manufacturing, clean and sustainable energy, mining and mineral processing, water resources management,beauty and aesthetics, film making, art and craft and ICT Year Book

55 Putting skills at the heart of economic success IPRC-East The Integrated Polytechnic Regional Center (IPRC) in the Eastern province former ETO Kibungo has been in existence since November 14th, IPRC East located in Ngoma district is among other four existing IPRCs in the country. The establishment of the first IPRC (IPRC Kigali) by the Government of Rwanda in 2008 was the beginning of establishing TVETs that provides professional technical education up to the level of diploma. With a total population of 805 students; 45 at VTC and 760 TSS level respectively, the school offers a range of courses that prepare the beneficiaries to meet labour market standards through hands-on training. According to the Vice Principal of Academics and Training Ephrem Musonera, 180 students are expected to join the Polytechnic level for the academic year 2013/2014. The school currently has 25 trainers at the first two levels and recruitment for Polytechnic trainers is in process. Programs offered at VTC level cover Information Communication Technology. Other courses to be introduced here are; construction (masonry & carpentry), electrical (domestic electrical & industrial installations, sheet metal, welding & plumbing), automobile (motor vehicle engine mechanics, painting & body works and auto electricity), computer maintenance, networking and hospitality (culinary art, food and beverage, front office & housekeeping). IPRC East Technical Secondary School provides trainings in following trades: general mechanics, motor vehicle mechanics, carpentry, electricity, construction, and computer sciences. The polytechnic level expected to start with the academic year 2013/2014 will offer courses like information technology, construction technology, mechanical production technology and automobile technology. More so, at diploma level, IPRC East plans to introduce the following departments and trades: department of mechanical engineering (Motor vehicle mechanics & mechanical production technology), department of civil engineering (construction technology & land surveying and geo-informatics), department of hospitality and tourism (hotel and restaurant management,travel and tourism management), department of electrical & electronics engineering (electrical engineering,electronics and telecommunication), department of information and communication technology (ICT), department of textile technology (fiber & textile technology and leather processing technology),department of agriculture (agricultural engineering,food processing technology and irrigation Technology). Skills acquired at IPRC East have enabled me to create an admirable livelihood. I take the same skills beyond campus and compete to earn a living, said Mungwarakarama. IPRC East supervises 18 Private VTCs, 13 Public VTCs, 13 Private TSSs, 5 Public TSSs and 5 Government aided TSSs. Despite all these initiatives, IPRC East is currently facing challenges which are to be addressed in the institution s strategic plan through support from WDA. These include; lack trainers, accommodation for both students and trainers, low involvement of the private sector in TVET and existing negative perception on TVET by some members of the local community. The Vice Principal of Academics and Training believes that part of solving these problems is through raising awareness on TVET through media, regular open days, community outreach activities and TVET exhibitions at provincial level. Some of the community outreach activities IPRC East has been involved in include the construction of a house (with furniture, a kitchen, cow shed and toilet) by students for a genocide widow, sensitization campaign against drugs( targeting Year Book

56 Workforce development authority youth) and support to the district local authorities in construction for people living in high risk zones. Ensuring quality training (Upgrading the skills of trainers), using standard curricula, fogging partnership with the private sector & the local community and enhancing the Industrial Attachment program are among current strategies used by IPRC East to make their students meet local and regional labour market standards. Innocent Mbarubukeye is one of the trainers at IPRC East. He says that research on current labour market conditions, study tours in various companies and the use modern training equipment allows their students to have opportunities for career advancement. One of the senior six students in carpentry Gustave Mungwarakarama is proud of the skills he acquired. A financial support from the Skills Development Project (SDP) of Rwf 3.1 billion has enabled IPRC East to set plans for rehabilitation of existing structures, construction of a training hotel & restaurant, class rooms and purchase of new hospitality and construction training equipment. IPRC East s ordinary budget targets the construction of an administration block, a girls dormitory, plumbing workshop and acquisition of more land for further expansion. In order to bring it closer to the society it serves,iprc East has developed a robust marketing strategy on TVET. This includes providing scholarships to children from poor families with priority given to females, free access to internet to the local community, promoting sports activities bringing together the local community with staff & students and informal trainings (Ex: Short term ICT trainings, adult literacy programs, short term trainings in manufacturing of produces such as candles, cakes, soaps etc). A general message on TVET from IPRC East is summed up in the following phrases: TVET is the way forward to eradicate poverty and meet the goals of the Government of Rwanda as stipulated in The Vision 2020 and EDPRS II. TVET prepares Rwandan youth to become self employed instead of remaining job seekers. TVET should produce high quality graduates able to compete on the local, regional and international labour market. Parents should not consider TVET as second option for their children. Local leaders should actively participate in raising awareness on TVET Year Book

57 Putting skills at the heart of economic success IPRC-South The Integrated Polytechnic Regional Center (IPRC-South) located in Huye district was officially innaugurated on June 27, 2013 by the Minister of Education Dr. Vincent Biruta together with the Minister of Defence General James Kabarebe. It is located at the former ESO Butare which was a school for Non- Commissioned Officers. IPRC South currently has 305 students and this number will soon increase to 800 students in the next intakes. The school offers technical and vocational courses at Diploma & Vocational level. Mission: To provide technical education and vocation training at all levels in order to empower students and to enhance their opportunities for career advancement and success in a global economy. Vision: IPRC South aspires to be a leading world class institution in the provision of technical education, producing graduates capable of developing and implementing creative technical solutions to identify social and industrial needs of Rwanda, the region and international society. Diploma courses offered at IPRC- South include electronics and telecommunication, electrical engineering, construction technology and ICT. Vocational level provides courses in plumbing, welding, masonry, carpentry, ICT, hospitality and domestic electrical installation. IPRC-South is developing a strategic plan ( ) that will effectively help it to support EDPRS2 by providing the best quality of education in TVET schools. Among other vital projects, the strategic plan will embark on producing graduates with needed employable skills at the labour market. This will be done through advancing a career guidance system, business incubation centers, competence based curricula, students welfare, training that ignites innovation, entrepreneurship, applied research and publication, qualified staff and awareness on TVET. For further Information please contact us on: Integrated Polytechnic Regional Center (IPRC South) Web: [email protected] Year Book

58 Workforce development authority Year Book

59 Putting skills at the heart of economic success IPRC NORTH/TUMBA COLLEGE OF TECHNOLOGY Rwanda s vision 2020 aims at a knowledge-based and technology-led economy and puts high priority in human resources development in the fields of Science and Technology. It is in this line that Tumba College of Technology was established to produce competent high technicians - relevant to the industrial and social needs. Our Vision To be a center of excellence in technical education in Rwanda and in the region Our Mission To produce highly qualified technical human resources with competent hands-on skills and entrepreneurship culture. TCT approach as a technical education centre of excellence Practical-oriented curriculum (hands-on-skills) Strong relationship with stakeholders especially the private sector Networking (Teachers training) TCT Departments Alternative energy Electronics and telecommunication Information technology Technical Advisory Group (TAG) TAG is a representative of the labour market in how TCT does business. TAG forms an interface between TCT and the labour market for the functions enumerated hereunder: Curriculum reviews for training relevancy Latest technical information Consultancy Conducting seminars Providing tailor-made trainings in different fields Collaborative research Human resource sharing (Guest lecturers) Job networking/employment promotion Industrial placement ICT TRAINING CENTER-KIGALI The ICT training center was established in 2010 as a link to the IT industries in Kigali. The center also serves as income generation unit. The center runs full time and part time programs that include ICT courses ranging from 3 to 6 months duration Courses at the center PC hardware and software maintenance Advanced Networking and Server Administration Software Development The Cisco Net academy Courses Facilities The center has fully fledged state of the art computer networking, hardware and software labs. Year Book

60 Workforce development authority KAVUMU TRAINING CENTER Kavumu training center is located in southern province, Nyanza District, Busasamana sector at the road Kigali Huye. The former Centre de formation Professionelle Kavumu was established in 1997 to train Rwanda Workforce especially in different trades after 1994 Genocide. From 1997 to The center was supported by UNDP and Russian government through training in automobile mechanics and driving. In 1999 automobile electricity, car painting welding, plumbing and machinery tools were created and ICT was added in 2006 Since 2002 the training center is sponsored by the Government of Rwanda and at the end of 2005 and 2007 VVOB (Flemish Association for Development cooperation) as well as Belgian Technical cooperation (BTC) respectively joined in to sponsor the center. In early March 2011 the center was transformed into Integrated Polytechnic Regional Center IPRC / South under workforce development Authority (WDA). Currently, Kavumu is running under IPRC-South as offering professional skills. Areas of training i) Driving Category B Category C Category E ii) Automotive mechanics, Engine mechanics iii) Automotive electricity iv) Panel beating and painting v) Welding vi) Plumbing vii) General mechanics viii) ICT (Computer hardware, Networking) Year Book

61 Putting skills at the heart of economic success TCT CISCO REGIONAL ACADEMY The CISCO Regional Academy was established in TCT on November 16, Prior to that,the College had a local academy. The TCT Regional Academy is expected to play an important role in developing and nurturing local academies across the country. The main activities of the TCT Regional Academy: Facilitates enrollment of CISCO local Academies. Provides instructor training for local Academies. Provides support to local Academies. ELECTRONICS AND TELECOMMUNICATION DEPARTMENT The ultimate aims and objectives of the department are to: (a) Graduate students with high level of competence in the practice of Electronics and telecommunication in: Repairing and assembling of electronic devices Fusion splicing and faults finding for fiber optics Installation and assembling of different antennas Installation of PBX Systems Telephony system with VoIP technology Micro-controller technology based on AVR. Achievements: The department s graduands are among the highest rated by both industries and institutions as A1 graduates in Rwanda. The department has three major sections with their respective laboratories as listed below: Wireless communication systems Structured cable communication systems Repairing, assembling and maintenance of electronics devices. Research Breakthrough: Being a practically inclined institution, efforts of TCT through the department are geared towards application of research findings. In this regard staff/students have in the department designed and constructed some projects, principal amongst which are: The FM Transmitter PBX intercommunication system in the campus Laboratory experiment circuits Year Book

62 Workforce development authority NYANZA TECHNICAL SECONDARY SCHOOL A brief about Nyanza Technical School NYANZA TECHNICAL SCHOOL is a Technical Secondary School which is mixed, day and boarding for both boys and girls. It is located in Southern Province, Nyanza District in Kigoma sector. It has also VTC (Vocation Training Center) Program. This School was established with the General support of the Government of Rwanda and African Development Bank (ADP). This included building construction, provision of technical Equipment and Clean Water supply. It was officially opened by His Excellence Paul KAGAME President of the Republic of Rwanda on 4 th November This was generally named ETO GITARAMA from 2002 up to 2010, but it is now called NYANZA TECHNICAL SCHOOL (N.T.S). As mentioned before, this school provides two programs; TSS and VTC. This School year 2013, we have 30 trainees in VTC Program and 688 students in TSS, which means Gils 91 and Boys 597. In TSS program, there are five options: 1. Electronics and Telecommunication 2. Electricity 3. Motor Vehicle Mechanics 4. Public Works 5. Construction In VTC, there are six options: i) Electricity (Domestic Installation) ii) Engine Body, Auto Electricity iii) Construction iv) Carpentry v) Welding vi) School Production All modern school equipments are not only used to train the students but also used in school production unit. CARPENTRY WORKSHOP: The school produces chairs, stools, tables, beds, cupboards and other different wooden materials. WELDING AND MOTOR VEHICLE MECHANICS WORKSHOPS are also used for school production. Additional to those production workshops, currently we have started with a DRIVING SCHOOL DEPARTMENT through it we plan that every student of our school shall leave the school with a driving license. This will not be limited to the students alone but also extended to the Staff. School Extra Activities In Nyanza Technical School, we believe work without play, makes Tom a dull boy. Thats why we encourage our students to engage in extra curricular activities as much as they do with their studies. Such activities include but not limited to: Sport: Using sport grounds the students play football, basket ball- Volley ball, rugby, pingpong and athletics. Clubs: The school has different clubs where the students are combined to share their ideas. Some of those clubs are Media club, savoir+, Anti- drug, Anti-Sida, Environment, etc. Religion: Our students participate in internal religious activities according to their believing (Catholics, protestant, Adventist, Muslims) Year Book

63 Putting skills at the heart of economic success In all of these extra activities the students meet with competitions where they get awards. Ict Laboratory We also boast with a ICT Laboratory that is used to get IT skills and provides the use of different software s ( SOLID WORKS) ARCHICAD, AUTOCAD, MULTISIM) and internet researches. Address Southern Province, Nyanza District P.O. Box: 60 RUHANGO Phone: [email protected] Year Book

64 Chapter 3

65 Status of TVET system countrywide

66 Workforce development authority Status of TVET system countrywide This statistical report shows the statistics of TVET schools in Rwanda. The current number of TVET schools in the country is 307. Each district has at least 4 TVET schools (either public/ Government aided or private). The report covers the information on enrolment, distribution per district as well as information on trainers. It will also cover the calculation of some important TVET indicators which can help WDA in future planning. TVET SCHOOLS PER DISTRICT, PROVINCE and OWNERSHIP TVET schools from 2012 to 2013 Type of schools TSS VTC IPRC/ TVET ( A1) 5 9 Total In 2013 the total number of TVET providers is 308, when you compare the TVET providers in the two years(2012 and 2013) the rate of increment is about 8% annually. 1.2 TVET Schools per Status in 2013 Private: 68% In Rwanda 68% of TVET providers are private, 22% are Public and 10% are government aided. Government Aided: 10% Public: 22% Year Book

67 Putting skills at the heart of economic success The following table shows the number of TVET schools by province, district and status S/N District Public VTCs Govt Aided VTCs Private VTCs Public TSSs Government Aided TSSs Private TSSs Public IPRC/ TVET (A1) Private IPRC/ TVET (A1) 1 Bugesera Gatsibo Kayonza Kirehe Ngoma Nyagatare Rwamagana Eastern Gasabo Kicukiro Nyarugenge Kigali City Burera Gakenke Gicumbi Musanze Rulindo Nothern Gisagara Huye Kamonyi Muhanga Nyamagabe Nyanza Nyaruguru Ruhango Southern Karongi Ngororero Nyabihu Nyamasheke Rubavu Rusizi Rutsiro Western Rwanda Total Year Book

68 Workforce development authority There are 308 TVET schools in Rwanda which are located in all districts; the district with the biggest number of TVET schools is Kicukiro (23) followed by Rubavu, Gasabo and Ruhango with 22, 17 and 16 respectively. The district with lowest number of TVET schools is Kirehe with 3 TVET Schools. TVET STUDENT ENROLLMENT TRENDS YR 2010 YR 2011 YR 2012 YR 2013 male female VTCs TSSs IPRCs VTCs TSSs IPRCs VTCs TSSs IPRCs VTCs TSSs IPRCs The table above shows that the number of TVET students is growing in all types of TVET schools (TSS, VTC and IPRCs or TVET Institutions with A1 programmes). The analysis shows that the increase is high in IPRCs or TVET Institutions with A1 programmes ( e.g. the increase of 47% from 2012 to 2013).This is probably due to the improvement made by WDA to increase the number of those schools. 74,320 67,633 3,362 3,452 20,939 23, ,920 4,395 27,715 27, ,224 5,333 30,228 28, ,058 5,534 34,914 29, total 24,635 27,138 total 35,697 31,936 total 40,321 33,999 total 47,760 36,149 51,773 83, Year Book

69 Putting skills at the heart of economic success TSSs 70,000 60,000 50,000 40,000 30,000 20,000 10,000 0 VTCs 40,000 30,000 20,000 10,000 0 IPRCs 44, , , , , , , , % of TVET students are in TSSs 19% of TVET students are in VTCs 20,000 10, % of TVET students are in IPRCs The figures on the right show that the number of students in TVET has been increasing since 2010, especially in TSS and IPRCs. Many TVET students are in TSSs (77%), 19% of TVET students are in VTCs and 4% of TVET students are in IPRCs. It is generally observed that the males in TVET are more compared to their female counterparts. Year Book

70 Workforce development authority ENROLLMENT BY STATUS IN TVET public male TSS VTC IPRCs female TSS VTC IPRCs total male FEmale government male TSS VTC IPRCs female TSS VTC IPRCs total male FEmale private male TSS VTC IPRCs female TSS VTC IPRCs total male FEmale Year Book

71 Putting skills at the heart of economic success male TSS IPRCs and other TVET providers with A1 programmes VTC female TSS IPRCs and other TVET providers with A1 programmes The graphs above show that the private TVET institutions have more students compared to public and government aided institutions. ENROLMENT PER TRADES PER SEX (2013) Technical Secondary Schools Trade Male Female Total Percentage Accountancy % Agriculture % Carpentry % Ceramic-Sculpture % Computer Electronics % Computer Science % Computer Science & Management % Construction % Electricity % Electronics and Telecommunication % Forestry % General Mechanics % Graphic Arts % Hotel Operations % Moto Vehicle Mechanics % Public Works % Secretarial % Tailoring % Tourism % Veterinary % Total % VTC In TSS, a highest number of students are studying accountancy ( 36%) even though there is a reduction from the 41.3% registered in In accountancy majority of students are Year Book

72 Workforce development authority females at 16, 753 while males are 7,373. The second highest trade is construction with 14%. The percentage of students in other trades is less than 10%. Tailoring and Graphic Arts and Carpentry have the least percentage which is below 1%. Vocational Training centers Trades Male Female Total Percentage Beauty Therapy % Carpentry % Crochet Embroidery % Culinary arts % Domestic Electricity % Dressmaking % Field Crop % Food and Beverage % Food processing % Front Office % Hairdressing- Aesthetics % House Keeping % ICT % Knitting % Leather Craft % Masonry % Motor Vehicle Engine Mechanics % Plumbing % Pottery % Screen Printing % Welding % Total % A vast majority of students in VTCs are enrolled in Masonry with 24.9%, followed by Motor Vehicle engine Mechanics with 13.1%; other trades in VTCs have enrollment below 10 % of the total enrollment in VTCs. There are some trades which have a very small number of students like screen printing, pottery, etc Year Book

73 Putting skills at the heart of economic success A student at Remera SHAIR academy demonstrating her salon skills A trainer at SHAIR academy interacting with the Minister of Finance & Economic planning Ambassador Claver Gatete Local music stars Knowless and Jay Polly having a guided tour at the Remera beauty training facility by the Director in charge of Partnership Didier Munezero. Year Book

74 Workforce development authority Integrated Polytechnics Regional Centers/Other TVET with A1 programmes certificates Civil engineering Electrical and electronics engineering Mechanical engineering Diploma or Advance Diploma (1st) Civil engineering Electrical and electronics engineering Mechanical engineering ICT Mining Alternative Energy Electronics & Telecommunication Wildlife Management 18 2 Hospitality Management 51 Entrepreneurship 21 Diploma or Advance Diploma (2nd) Civil engineering Electrical and electronics engineering Mechanical engineering Year Book

75 Putting skills at the heart of economic success Diploma or Advance Diploma (1st), continued ICT Alternative Energy Electronics & Telecommunication Hospitality Management Diploma or Advance Diploma (3rd) Civil engineering Electrical and electronics engineering Mechanical engineering ICT Total number of students by sex % 19% Year Book

76 Workforce development authority ENROLMENT BY LOCATION (2013) Technical Secondary Schools Districts Senior 4 Senior 5 Senior 6 Total M F Total M F Total M F Total M F Total Gisagara Huye Kamonyi Muhanga Nyamagabe Nyanza Nyaruguru Ruhango Southern Karongi Ngororero Nyabihu Nyamasheke Rubavu Rusizi Rutsiro Western Bugesera Gatsibo Kayonza Kirehe Ngoma Nyagatare Rwamagana Eastern Burera Gakenke Gicumbi Musanze Rulindo Northern Gasabo Kicukiro Nyarugenge Kigali City Rwanda Year Book

77 Putting skills at the heart of economic success Of all the students enrolled in TSS for 2012, the Southern province has the highest number of enrollment at 18,387 which is 28% of the total students enrolled,followed Western province with which is 22% of total students enrolled in TVET. Nyanza district had the highest number of students enrolled in TSS, that is 6527 which represent 10% of all students enrolled in TSS countrywide while Kirehe district has the least number of students in TSS which is 393 students that represent 0.6%. Vocational Training Centers District Male Female Total Gisagara Huye Kamonyi Muhanga Nyamagabe Nyanza Nyaruguru Ruhango Southern Karongi Ngororero Nyabihu Nyamasheke Rubavu Rusizi Rutsiro Western Bugesera Gatsibo Kayonza Kirehe Ngoma Nyagatare Rwamagana Eastern Burera Gakenke Gicumbi Musanze Rulindo Northern Gasabo Kicukiro Nyarugenge Kigali City Rwanda Year Book

78 Workforce development authority Southern province comes in the first place with the highest number of students 6093 which represent 39% in VTC countrywide. The Northern province has the least number of students enrolled in VTCs which represent 11%.The district with the highest number of students enrolled in VTCs is Ruhango district with 2012 students which represent about 13% countrywide. Integrated Polytechnics Regional Centers & other TVET providers with A1 programmes. Province Male Female Total Percentage Kigali City % Southern % Eastern % Northern % Western % Total , % In 2013 there were 9 TVET providers which were meant to provide A1 programs, but only 7 providers have students enrolled in those programs. Those schools are found in the following provinces: Eastern, Northern, Southern; and in Kigali City. The western province has one IPRC but no student was enrolled in that school during the academic year Most of students enrolled in IPRCs and other TVET providers with A1 programs are found in Kigali city, representing about 72%. Generally speaking, the figure herein below shows the distribution of TVET students in all provinces of Rwanda. The distribution of TVET students by province shows that southern province has the highest enrollment with 30% of students while eastern province has the least with 12% countrywide. Distribution of TVET students by Province Western: 21% Kigali City: 21% Northern: 16% Southern: 30% Eastern: 12% Year Book

79 Putting skills at the heart of economic success TVET GRADUATES TVET graduates in TSS (2011) Trade/ Option Candidates sat for Exams Passed % of passed students F M Total F M Total F M Total ACC % 96.10% 93.30% AGR % 97.10% 95.60% ART % 100% 100% CAE % 97.70% 97.90% CEL % 92.50% 90.10% CES N/A 100% 100% TOR % 100% 100% CSC % 97.30% 97.30% CSM % 94.40% 93.70% CST % 97.40% 97.50% ELC % 81.80% 82.70% ETL % 86.80% 87.40% FOR % 100% 100% GME % 96.00% 96.30% HOT % 94.70% 91.10% LAB % 97.10% 97.40% MVM % 94.70% 94.70% PWO % 96.40% 96.60% SEC % 93.60% 92.40% TOR % 98.30% 90.50% VET % 96.20% 92.30% Total % 94.50% 93.30% When we compare the students performance in 2011 and 2012 we can observe that there is an improvement. For 2011 the general performance was 93.3% while in 2012 it increased to 96%. That performance has been also increased for both male and female, for male it has increased from 92.2% in 2011 to 95.1% in 2012 while for female it increased from 94.5% in 2011 to 96.8% in This could mean that TSS female students are performing better than their male counterparts. TVET graduates in TSS (2012) Trade/ Option Candidates sat for Exams Passed % of passed students F M Total F M Total F M Total ACC % 98.8% 97.4% AGR % 96.5% 95.9% ART % 100.0% 100.0% CAE % 96.4% 96.5% CEL % 96.3% 94.3% CES % 100.0% Year Book

80 Workforce development authority TOR % 100.0% 97.1% CSC % 98.8% 98.9% CSM % 89.1% 89.0% CST % 98.3% 98.2% ELC % 93.6% 94.2% ETL % 98.0% 98.0% FOR % 100.0% 100.0% GME % 96.4% 96.8% HOT % 99.3% 96.2% LAB % 95.1% 97.8% MVM % 97.9% 98.0% PWO % 91.6% 93.4% SEC % 98.5% 89.5% TOR % 91.5% 83.8% VET % 97.6% 93.9% Total % 96.8% 96.0% TVET Graduates in VTCs in 2012 Trades Male Female Total Percentage Beatty Therapy % Carpentry % Crochet Embroidery % Culinary arts % Domestic Electricity % Dressmaking % Food and Beverage % Food processing % Front Office % Hairdressing Aesthetics 6.3% House Keeping % ICT % Knitting % Leather Craft % Masonry % Motor Vehicle Engine Mechanics 9.3% Plumbing % Pottery % Screen Printing % Sport and Medical Massage 0.6% Welding % Total % Year Book

81 Putting skills at the heart of economic success In VTCs, masonry has the highest number of students compared to other trades; it represents 21.5% of the total students graduated in VTCs in Dressmaking follows with 10.1% of all students graduated in VTCs in Other trades have a small representation which is less than 10%. Graduates in IPRCs/ or TVET with A1 programmes in 2012 Field Male Female Total Percentage Civil engineering % Electrical and electronics engineering % Mechanical engineering % ICT % Alternative Energy % Electronics and Telecommunication % Wildlife Management % Hospitality Management % Total % As it is shown in the table the highest number of students who graduates in IPRCs/ or other TVET with A1 Programmes are in ICT and Civil engineering which represent 21% and 19% respectively. TRAINERS IN TVET 2013 TVET trainers by status Type of TVET Public Government Private Total provider Male Female Male Female Male Female Male Female Total TSS VTC IPRCs and other TVET providers with A programmes Total Technical Secondary schools In 2013 the Technical Secondary schools in Rwanda count about 1,653 trainers who teach various technical programmes. Among those Trainers in Technical secondary schools 1,486 teach the technical related courses, which means that 167 trainers in TSS teach non technical courses e.g. Math, Languages, etc. Qualification Male Female Total Percentage A % A % A % Above A % Others % Total % Year Book

82 Workforce development authority Majority of trainers have A0 in technical secondary education (55.6%), those with A1 are 30.3%. Among those trainers the ones who teach technical courses are represented in the table below Qualification Hospitality & Tourism & Business Construction & Building Art and craft Others M F M F M F M F M F M F M F Total A A A Above A0 Others Total The figure above shows that the bulk of trainers at secondary schools teach the courses related to ICT and technical manufacturing assembling representing 35%. Vocational Training Centers Hospitality & Business services ICT & Technical Manufacturing assembling Agriculture & Veterinary Qualification Infrastructure services ICT & Technical servicing Art and craft Agriculture & Veterinary Others M F M F M F M F M F M F M F Total A A A Above A0 Others Total Total Total Table 9: Number of Trainers in VTCs (2013) In VTCs, the number of male trainers is greater than the number of female trainers with 70% of male and 30% of female. The figure above shows that distribution of the trainers in VTCs according to the courses that they teach. Integrated Polytechnics Regional Centers and other TVET providers with A1 programmes The total number of trainers in IPRCs and other TVET providers with A1 programs is 313.Over 49% have bachelor s degree, while 38% of them have A1 and A2 diplomas, and the rest 13% have masters and PhDs Year Book

83 Putting skills at the heart of economic success A female plumbing student at Gishari Integrated Polytechnic Year Book

84 Chapter 4

85 training academies

86 Workforce development authority Training Academies Remera Hospitality & Tourism Academy: The academy trains hotel and restaurant employees all over the country in professional and technical skills and quality customer service. Their training focuses on practical skills in the following hotel operation areas; culinary skills, food and beverage service skills, housekeeping operations,front office operations and quality customer care. The Hospitality and tourism industry has been identified as one of the priority sectors that drive Rwanda s economy. Despite this huge potential,there is a big deficiency of the human resource. Remera Hospitality Academy was established in 2009 for internationally competitive Hospitality training, consistent with the standards of the 21 st century. The academy also boasts of skilled trainers and industry experts that deliver the WDA demand led and competency based curricula. The academy has twofold purpose that serve as a quick win short-term solution: To upgrade the skills of existing industry workers and to conduct training of trainers in the hospitality sector/institutions. The hospitality training wing also carries out outreach programs upcountry since all hotels and restaurants in the country can not benefit from the facility. Since 2009 over 2,182 hotel and restaurant employees have been trained in technical skills and quality customer care service through an initiated nation-wide hospitality training. The academy started offering Diploma courses on September 30, Adhering to the Competency Based Training (CBT) standards aligned to the Rwanda TVET Qualification Framework (RTQF), the following courses will be offered; a twoyear diploma course in culinary arts, food & beverage service, front office service, housekeeping tour guiding One of the students from Remera Hospitality & Tourism Academy being awarded a certificate of completion from the minister of Education Dr. Vincent Biruta as the DG of WDA Jerome Gasana looks on. travel operations. The academy will also offer a one-year advanced diploma in rooms division management, food & beverage management, travel and tourism management and diploma courses in culinary arts. The Hospitality and tourism industry has been identified as one of the priority sectors that drive Rwanda s economy. Despite this huge potential,there is a big deficiency of the human resource. Remera Hospitality Academy was established in 2009 for internationally competitive Hospitality training, consistent with the standards of the 21 st century Year Book

87 Putting skills at the heart of economic success Staff from the Rwanda National Police in a group photo with the Inspector General of Police Emmanuel Gasana, other RNP officials and the DG/WDA after completing training in Hospitality Year Book

88 Workforce development authority Remera-SHAIR Academy A mutual cooperation between SHair academy, a UK based charity organization and WDA which started in September 2011 led to the establishment of a professional hairdressers academy in Remera, Kigali. This beauty training facility started offering courses in March 2013 with 50 students recruited for a NO FEE 1 year intensive training course in professional hairdressing. The SHair Kigali Hairdressing Academy structurally has qualified tutors. This is one sector that has been lacking qualified instructors. The academy therefore serves as an ideal platform for those engaged in the sector. Delegation from Rhineland- Palatinate visiting the academy Year Book

89 Putting skills at the heart of economic success Africa Digital Media Academy (ADMA) Rwanda set out to establish itself as a knowledge-based economy, and specifically zeroed on ICT as the vehicle that would drive her to that destination. Since then, the country became a symbol of both successful political and economic development. With its Vision2020 that aims at transforming the low income economy to a middle income economy by 2020, the Government has envisaged an average economic growth rate of 11.5% for the Economic Development and Poverty Reduction Strategy II (EDPRS 2) period, from an annual average economic growth rate of 8.2% in the last 10 years, and a per capita GDP of USD 1240 by the year 2020, against current GDP per capita of USD 600. Our ultra-modern studios at Africa Digital Media Academy (ADMA) (L-R) The CEO of Pixel Corps Alexander Lindsay, the Minister of Education Dr. Vincent Biruta and the Director General of WDA at the official launch of the Africa Digital Media Academy (ADMA) in Kigali. Year Book

90 Workforce development authority Our ultra-modern studios at Africa Digital Media Academy (ADMA) Various initiatives have been carried out in ICT sector to boost the overall success of programmes designed for the mentioned target. With NICI plan and strategy, that gives a clear direction on how to move from poverty to a middle-income, knowledge-based economy, the promotion and supporting the creation of locally relevant content and applications that will increase Rwanda s presence in the global village was given a big emphasis. The establishment of Africa Digital Multimedia Academy (ADMA) is among the initiatives that came as a contribution to this end. The Africa Digital Media Academy is remarkable opportunity for Rwanda, a country which is becoming a symbol of successful government and economic development. With its embrace of information technology and all its related infrastructure, it is now embarking on the phase of tremendously increasing innovation through content and application development by developing a workforce with capacity to compliment GoR efforts to bridge the digital divide and empower Rwandans to participate in promoting and ensuring good governance. ADMA, is a vocational training program initiated in March 2012 by the Workforce Development Authority (WDA). The Academy is being run and managed by the WDA in collaboration with the support of Pixel Corps (PXC), a world-class company in multimedia based in California, U.S. PXC provides technical advice, both in terms of equipment and expert trainers as well as linking ADMA with the international media community. WDA is a public institution that is charged with promotion of technical, vocational and educational training (TVET). The ADMA provides students with the skills necessary to work in all areas of the digital media industry. It prepares its students for production work needed in digital media. Through live, hands-on learning in the computer lab and production studio, complemented by live distance learning from media experts in the U.S, students are given instruction with the flexibility to proceed at their own pace with support from the instructors Year Book

91 Putting skills at the heart of economic success African people, especially the youth are the major target audience of the project. The goal is to give them first hand knowledge in content development worthy of a competitive candidate on the global market. ADMA s emphasis is always on student collaboration and community as the foundation for effective learning. The academy started with the first batch of 20 students training in video and film production, basic production skills including computer graphics, editing, audio, lighting, motion tracking and Photoshop (image editing) and 3D modeling. Located in Kigali, the academy is dedicated to preparing people to work with the same degree of talent and resources as anywhere else in the world by educating and preparing students at many age levels for production work in the video, visual effects and 3D areas, not just for film and TV, but for all industries from education to tourism, that need and use digital media. The project contributes to the outcomes of various existing programs at the national level, regional level and international ones. With the commitment Rwanda Minister of Education Dr. Vincent Biruta listening attentively to The CEO of Pixel Corps Alexander Lindsay at the official launch of the Africa Digital Media Academy (ADMA) in Kigali. Below is our state-of-the-art green room Year Book

92 Workforce development authority The Minister for Youth and ICT, Jean Philbert Nsengimana, the minister in charge of TVET Albert Nsengiyumva & DG WDA Jerome Gasana celebrating the global coveted award to the ADMA by the International Telecommunication Union (ITU) made on the implementation of WSIS (ITU World Summit on the Information Society) goals, the ADMA contributes not only to developing people who can create content, but also to promoting access to information and knowledge, local and regional capacity building, promoting applications (useful for implementing e-government, e-business, e-learning, e-health, e-employment, e-environment, e-agriculture, e-science), cultural diversity and identity, linguistic diversity and local content and ethical dimensions of the Information Society. Goals & timeframe As for the short -term and long-term goals of the project, ADMA will: Provide Expert Training: One of the problems for schools anywhere in the world, and especially in the emerging world, is the lack of industry experts available and willing to spend large amounts of time training new production artists. This program is designed to make it easy for industry experts to come in and provide intense training over short periods of time that then lead to longer periods of scholarship among the students. Provide Environment for Multiple Levels of Student Learning Speeds: One of the problems with traditional education is that by grouping many individuals with many different backgrounds, the education exercise either leaves more than a few behind or slows the entire class to the lowest common denominator which can be a different individual from moment to moment. This structure is designed to allow individuals capable of learning faster to stay saturated with educational nutrients, while still providing space for slower individuals to catch up. Provide Real Production Experience: It is important to regularly expose the students to true production environments. It is easy to come up with solutions that make sense in a lab setting but which simply do not work in a real-world production Year Book

93 Putting skills at the heart of economic success environment. Students must learn how to use their skills efficiently and work productively with others. Provide a Connection to the Global Community: While many of the early students from this program will most likely be in high demand within Rwanda and East Africa, it is important that they become comfortable interacting with the global production community. This program is designed to make them a part of that community from day one. Provide a State-of-the-Art Education: This program is not designed to provide rudimentary skills that will employ students to only do baseline video production locally or even regionally. The goal is to build a state-of-the-art graphics production training facility that will attract Rwandans, East Africans, Africans and students from around the world. Graduate Immediately Employable Students: The focus of this program will always be on the employability of the students. It is important that the moment students leave this program they are prepared to enter the production pipeline. The school will provide up to 5 levels of professionalism which if covered continuously can last for a period of 3 years. Current intakes are mainly level 1 students who are those individuals that have been in the multimedia business for some time. A total of 150 students is expected to be reached this academic year of 2013, however the numbers will increase as more facilities like labs and necessary equipment are secured. Project s added value and importance This is a unique time. Media production is rapidly becoming decentralized, elearning technologies and opportunities are expanding, and video over the internet is creating a host of new employment opportunities, all of which makes the barrier to entry into the industry low. Taking advantage of this opportunity will take a bold vision, for it not only requires the development of a talented workforce, but also the creation of all the other elements to establish and maintain a thriving industry that not only brings recognition to African continent, but significantly enhances its cultural identity, provides a rapidly growing complex of employment opportunities, and serves as an example to many nations of what can be done with the right plan for the future. Rwanda government has for the past years invested in development of ICT as evidenced by fibre optic cables inter-linking all Rwandan districts, thus given the ICT infrastructure and ADMA s experts, this school guarantees high quality multimedia skills There is no tool in Rwanda s arsenal Year Book

94 Workforce development authority more powerful than media development. This program is about developing, building, and using this very tool to energize Rwanda s entire economy. With this programme, Rwanda intends to be as both a center and leader in media development across e-learning, TV, web video, and film, brief as a technology leader and help move its global image away from its troubled past. ADMA will be accompanied by other initiatives build up on local and global interest in the Rwanda Media Academy, working up to the debut of production complex, or Digital Playground. The project is recommendable to other countries. Challenges High demand and limited space: The government of Rwanda in partnership with Pixel Corps, have managed to acquire high quality equipment necessary to provide products of international standard. To overcome this, WDA will gradually increase space. At the moment, two fully equipped fully labs with high end imac with ipads have been set. Construction of an ultra-modern greenscreen studio is in its final completion stages, and is fully equipped with professional, high-definition cameras, lighting, audio equipment and related film-making gear. Currently four different classes are going on with a total of 48 students being trained and the number will be tripled by November 2013 as more facilities are being established. Multimedia experts are expensive: Having skilled trainers on board is very expensive because in most cases, these experts are gainfully employed within their industry, are not inclined to train the competition, or simply have other priorities. In order to bridge this gap, we improvised by bringing on board: Online Education: As a leader in this kind of education, we mastered the use of technology to create active and successful online learning communities, where students enjoy a high-quality learning experience while leveraging greater flexibility and convenience through an online education. Visiting instructors: We outsourced Industry experts who spend two months or more giving training to students at the ADMA whenever they are available Year Book

95 Putting skills at the heart of economic success We have however managed some few permanent instructors by the help of Pixel Corps and these are: Christopher Marler: Christopher Marler, who is a senior vice president at Pixel Corps, has established himself in Kigali to follow closely the successful implementation and success of this project. He represents Pixel Corps and his main role is to advise on the right equipment to be procured and most importantly helps in sourcing the right trainers, be it online trainers, permanent trainers or visiting instructors. Ryan YEWELL He hails from Canada and is one of the permanent trainers at ADMA. He trains students in different multimedia applications like video editing, video production and motion graphics. His background is in live television production. Year Book

96 Workforce development authority Alfred MUCHILWA: He comes from Kenya where he was the senior animator on a children s educational TV show. He is also a permanent trainer who focuses on teaching Adobe Photoshop and Illustrator, drawing and graphic design. To manage costs, most of the expensive trainers are brought in as online instructors, rather than keeping them as permanent trainers. We have maintained a high bandwidth Internet connection of 10Mbps, both downlink and uplink, and this has made the online training possible. We have also arranged for special visiting instructors who are brought in for limited amounts of time during breaks in their regular production duties. A typical contract is anywhere from two weeks to four months in duration. Thirdly we have put up the measures for students to pay the fees as means of generating income for sustainability of the project. Again the content developed from the academy would be sold and hence more revenues realized. In the future, the ADMA will have a production capacity for handling paid work as well. Conclusion The ADMA has made excellent progress as the WDA and Pixel Corps has worked together to create a new and special training program that is not only innovative in its successful private industry/government partnership, but also in its methodology for using new technology and digital media to effectively teach larger numbers of people. The program is already being watched carefully by international organizations as a model for other countries Year Book

97 Putting skills at the heart of economic success Left-Right: IGP Emmanuel Gasana, former minister of Infrastructure Albert Nsengiyumva and the Director General of WDA laying a foundation stone for Gishari Integrated Polytechnic in Rwamagana district GishaRi Integrated Polytechnic (GIP) Gishari Integrated Polytechnic (GIP) opened doors on March 18th, 2013 with the aim of training in skills that improve the capacity and professionalism of the police force and local residents as well. Location GIP is located in Shaburondo Village, Bwinsanga Cell,Gishari Sector on the scenic shores of lake Muhazi in Rwamagana district (Eastern Province). Vision To become the premier centre of excellence and a hub of expansion for product based TVET within the region. Mission To train the RNP personnel in appropriate Technical & Vocational occupations so as to provide a comprehensive in-house support for effective and efficient management of material resources in the RNP; alongside corresponding training of community. Year Book

98 Workforce development authority Training Programs i) VTC program which offers 4 options:- Masonry, Plumbing, Domestic electrical installation, and Motor Vehicle Inspection. ii) Advanced Diploma Program which offers 2 options:-construction & irrigation Technology, -Electrical & Electronics Technology. GIP currently currently has a student population of 336; 136 taking Diploma course and 114 under vocational training. In addition to the 3 top managers, Gishari Integrated Polytechnic has 31 teaching staff, two support staff and more 25 are expected to be recruited. Future Plan Establishment of Mechanical Technology ( Diploma program) Establishment of Carpentry Technology (Diploma program) Introduction of short course in Fire and Rescue training Diploma WDA through the Director General Jerome Gasana being awarded a certificate of appreciation of being among the best partners of the Rwanda National Police. GIP 3 top managers (l-r) Prudence Ngendahimana (Deputy Principal in charge Finance & Administration), Freddy Murenzi (Principal) and Nicolas Kalisa (Deputy Principal for academic affairs). others vocational training Year Book

99 Putting skills at the heart of economic success Year Book

100 Chapter 5

101 WDA projects

102 Workforce development authority WDA projects Skills Development Project (SDP) The Skills Development Project (SDP) under WDA builds upon the basis and focus of improving access to quality and demandresponsive vocational training. It aims at alleviating the current and long-term skills constraints. By so doing SDP is expected to contribute to Rwanda s transition into a middle income, export and service-oriented knowledge-based economy by Both the intended merits, good nature and the positive externalities related to training provision in Rwanda warrant public interventions in this area. The case for public training provision is further justified when access to and quality of privately provided training is inadequate, as is the case in Rwanda. The project will, therefore, contribute to both improving the enabling framework for training provision (private and public) through systems development and capacity building including financing the provision of quality and relevant training. Thus SDP reflects good practice with regards to building a skills development system in a country like Rwanda where the mechanisms for matching demand and supply of training are not well developed. To achieve its objective, the SDP which became effective on 6 th October 2011 and is expected to close on 31 st May 2016 was designed along three key guiding principles which correspond with the components that make up the Project: First, experience in other countries shows that high quality training that is clearly linked to labour market demand and oriented towards those areas that have been identified as contributors to economic development needs to be modeled. This is done with the aim of showing all stakeholders that TVET can deliver desired results under the right conditions. As such, the project s first component aims at providing competency-based and demandresponsive training in selected priority - occupations and public vocational training centers (VTCs) that will equip graduates with the technical and catalytic - skills needed to lead productive working lives. The capacity and tools to be developed under this component will allow scaling-up of the developed approaches to additional public and private training providers, occupations, and training levels. Second, skills development needs a welldefined and on-time monitoring and evaluation system that provides information to all key stake- holders. Without such a mechanism, it is difficult to inform decisions on the matching of supply and demand, for providers, potential trainees, and employers. The project s second component, which is relatively small in terms of financing requirements, supports overall TVET system strengthening through establishing a monitoring and evaluation system as well as through developing capacity for research and development within the WDA. Finally, since skill needs are constantly shifting and priority needs should be addressed rapidly, a nimble, flexible and quick-delivering financing mechanism is required to respond to priority skill needs. Component 3 of the project aims to support rapid skills delivery through a competitive sub-grant mechanism, which will finance the delivery of demand-responsive, shortterm training by a variety of both private and public providers. Such instruments are a well-tested means of developing skills rapidly, as well as of promoting competition, innovation, and effectiveness SDP components Component one: Delivery of Quality and Relevant vocational training (US $ 23.6 Million) This component seeks to strengthen the TVET system through interventions aimed at improving quality and relevance of training delivery in eight selected priority occupations and seven selected vocational training centers. It seeks to strengthen the capacity of the TVET system to Year Book

103 Putting skills at the heart of economic success SDP Manager Mr. Wilson Muyenzi align training offerings with employer demands for technical and catalytic skills, raise the quality of service delivery and increase the employability and performance of training graduates. The specific objectives of this component are therefore: To pilot the delivery of eight new curricula at vocational level in seven public vocational training centers, including industrial attachments; To demonstrate the value of an integrated set of interventions to raise the quality of skills delivery; and To raise the capacity of WDA and training providers to develop and deliver high quality skills training in priority areas. Component objectives and activities The objectives and activities under this component are fully aligned with the WDA s mandate, mission and priorities. Under this component, the project is financing comprehensive interventions in a select number of sectors (hospitality & tourism, and construction) and occupations for which crucial skills gaps exist on the labour market. This approach will lead to increased public and private sector capacity in all essential elements of TVET reform. The selected occupations were chosen taking into consideration economic and social criteria, information on labour market demands, and potential for establishing industry partnerships to identify or update occupation standards to develop new curricula. The targeted training providers are located in the Western, Eastern and Northern Provinces. The targeted occupations are in two main sectors: hospitality and tourism (culinary art, F and B, housekeeping, and front office) and construction (plumbing, electricity, masonry, and carpentry). The selected occupations and training providers are expected to be showcases to act as an example - and catalyst - for reforms in other occupations, training levels, and training centers. A sound M&E system and communication strategy are expected to demonstrate the benefits (in terms of increased earnings capacity of graduates) of quality and demandresponsive training, thereby increasing the demand for this type of training. This, in turn, is expected to increase incentives Year Book

104 Workforce development authority Grantess of the second of the Skills Development Funds in a group photo with the State minister in charge of TVET, Director General of WDA and SDP/ SDF staff to private trainers to provide quality and demand-responsive training. While the VTCs that are directly targeted by the project are public institutions, private (and other public) training providers will also benefit from the interventions under this component. The justification is that the project supports the development of training tools and mechanisms, since these will be available to all providers. This concerns curricula, assessment mechanisms, and equipment lists, among other outcomes, processes and impacts are collected under component 2 (below) to ensure that performance can be monitored periodically, particularly since the GoR has expressed a desire to learn and scale up successful service delivery interventions. Participating training providers are required to shift focus from a supply driven approach to aligning program offerings with employer demands and monitoring closely school to work transitions (formal or informal sector employment), particularly through industrial attachment programs. Beneficiaries The direct beneficiaries of this component are graduates of 9 years of basic education who will be eligible to participate in the vocational training programs with a view to increase their marketable skills, employability and in- come generation potential. Institutional beneficiaries include the WDA and the selected vocational training centers through increased technical capacity to design, implement, monitor and adjust course offerings and training programs. Indirect beneficiaries include formal and informal sector employers through the increased availability of appropriately skilled workers, increased productivity and business sales revenues. The component is financing an integrated package of inputs or building blocks to improve the relevance and quality of training programs, targeting: Curriculum Development: Design and implementation of competency- based, demand-responsive curricula; Assessment: Design and implementation of Competency-Based Training (CBT) process assessments and summative assessments of trainees to ensure that they meet industry standards; Year Book

105 Putting skills at the heart of economic success Infrastructure, Furniture, Equipment, and Materials: Infrastructure rehabilitation and construction, provision of furniture, equipment and materials (including consumables); Training of Trainers: Design and delivery of training to upgrade existing trainers and train new trainers on technical, pedagogical, ICT, communication and English language skills as per the new competency-based curricula; Industrial Attachment Program: Develop and implement industry attachment programs to promote trainee s hands on experience and exposure to a relevant work environment; School-based Management: Provision of management and leadership capacity building to the VTC management and administrative staff to improve management practices to facilitate the implementation of the new competency-based curricula; Assist Rwanda that works to improve lives of the most disadvantaged youth in providing training in making liquid soap, bar soap, shampoo, Jik, wood preservatives, candles, petroleum jelly, liquid hand jelly, chalk, paint, hair conditioner, shoe polish, among other products. Located in Nyagatare, Assist Rwanda received the SDF grants worth over 40 million Rwandan francs. Year Book

106 Workforce development authority A trainee in carpentry at Ndendezi VTC located in Nyamasheke district. The Center received over Rwf24 million in the first round of the Skills Development Fund (SDF) grants. Component Two TVET System Strengthening (US $ 3.3 Million) This component s specific objectives are to: Monitor and evaluate training delivery; in particular the implementation and a performance of the SDP but with the aim of expanding to include the entire TVET system of Rwanda beyond the pilot phase including ; Informing strategic policy and policy reforms by providing sound analyses concerning key aspects of the training system and the labour market; and Building the capacity for monitoring and evaluation and for conducting relevant research within the WDA and TVET providers Direct beneficiaries of the project s activities under this component are WDA (especially the Project Management and Planning Unit) and the VTCs targeted by the project. Final beneficiaries will be future students and employers who benefit from improved quality and relevance of provided training. In the area of M&E, under this component, the project has developed and rolled out an appropriate M&E system to: Assess performance of the SDP (initially but to be expanded to the entire TVET system), collecting and processing M&E data related to all performance indicators of the project, including employer satisfaction surveys and tracer studies; and Inform adjustments in project activities to improve project performance. The system that is set up for this purpose is intended to form the nucleus of the M&E system of the overall TVET system. Key M&E activities include: i) Design of data collection mechanism and installation of M&E software in WDA and targeted VTCs; ii) Design and delivery of training to relevant staff in the targeted VTCs and various WDA units on the collection and submission of M&E data; iii) Regular (at least annual) collection and submission of Year Book

107 Putting skills at the heart of economic success 4 th graduation at BELASI Saloon School located in Kicukiro district. Training was partly supported by WDA where this center received over 24 million Rwf in the first round of the SDF grants, awarded in November data by primary sources of data to WDA M&E staff; iv) Processing of and reporting on collected data to WDA management; and v) Presentation of final reports to WDA and other stakeholders. As part of this component, the WDA will commission a thorough analysis of the performance of the Skills Development Facility (component 3, see below) for discussion during the project s midterm review. ¾ Skills needs which are particular bottlenecks to economic growth; and ¾ Approaches to strengthen the financial sustainability and to providing financial incentives for the efficient delivery of high quality training. Activities related to research and analyses are expected to: Allow for evidence-based adjustments in the WDA s policies and activities; Develop capacity within the WDA to conduct further research beyond the life of the project; and Generate awareness of the importance of sound analyses to serve as a basis for strategic and policy decision making. Research and analysis activities particularly relate to identifying: Trainees in Electricity at Gisenyi Automobile school ( ETAG a French acronym for Ecole Technique Automobile de Gisenyi) that also received support through the SDF grant Year Book

108 Workforce development authority Component three: Rapid Skills Delivery (Skills Development Facility) (US $ 7.6 Million) The key objective of this component is to reduce skills gaps by rapidly increasing the supply of skills in high demand in the labour market. To achieve this objective, this component aims to expand the number of individuals with the relevant skills in critical sectors and improve the quality of individual s skill sets in key occupations and sectors. Subsidiary objectives of this component are to: Stimulate competition and delivery of innovative program offerings; Promote collaboration between enterprises and training providers; Increase skills acquisition among disadvantaged groups; and Improve the efficiency of training provision. The instrument which is being used to achieve this objective is a Skills Development Facility (SDF) that provides sub-grants to eligible applicants on a competitive basis for the purpose of raising the quality and volume of their training in demonstrated areas of skills shortages. The competitive sub grant mechanism allows, among other things: A relatively quick expansion of the skills base; A flexible response to changing priority skills needs; The strengthening of training provision and the stimulation of grassroots innovation through competition; The involvement of employers in allocation decisions; The promotion of effectiveness through performance based contracts; and Improvements in efficiency through competition. The SDF incorporates the following operational principles: Demand-driven: Activities are oriented towards immediate employment, productivity and income generation opportunities in the formal or informal sectors; Performance-based: Success is measured based on the relevance and quality of skills generated and trainees absorption in the labour market; Bottom-up approach: Training providers generate proposals using Year Book

109 Putting skills at the heart of economic success First graduation of SDF trainees at Jill Barham Technical Secondary School located in Rusizi district. The school was awarded over Rwf 26 million to increase capacity of training in Hospitality through the skills Development Fund. their expertise and knowledge of the local labour market needs. The SDF secretariat provides technical support to guide or strengthen the quality of proposals; Competition for funds: Training providers must compete for funds. No pre-selection of training providers is allowed; Contract award depends on the quality of the proposal: All proposals are subject to technical review as per the established and officially approved criteria. A technical evaluation will review individual proposals and select the best for financing; Performance incentives: Contracts will include performance incentives; and Transparency: Eligibility, proposal criteria, procedures, competitors, proposal evaluation results, award decisions and sub-grantees performance results will be public information. The SDF was designed as a pilot intervention to test whether the subgrant facility mechanism can be an effective instrument to rapidly reduce skills gaps and promote employment in Rwanda. Sub-grant beneficiaries will be able to raise the quality and volume of the training in demonstrated areas of skills shortages. Thus it is expected that, the component will contribute to the overall project development objective by providing individual and enterprise beneficiaries with market-relevant skills, greater productivity and improved economic opportunities and incomes. A thorough review of the mechanism will be carried out after the second year of implementation, prior to mid-term review, to evaluate its internal and external efficiency and help determine whether to redefine priorities or implementation arrangements. In the fourth year of implementation, an additional review will be carried out to assess the efficacy of the SDF s governance structure, and to Year Book

110 Workforce development authority Sdf Funded Projects per Economic Sector Round One Trade No of projects Carpentry 4 Auto Mechanics 2 Art and Craft 2 Hospitality 1 Beauty and Aesthetics 3 Masonry 1 Manufacturing 2 Welding 1 Agriculture 1 Total 17 provide information on potential future mechanisms to provide financing to training providers, and their potential sources of financing outside of the scope of the project. Eligible applicants are: Registered public training providers Government-aided training providers Private training providers (both forprofit and not-for-profit), Associations, Cooperatives, NGOs, and enterprises. Entities that are not eligible include: Individuals Members of the Sub-Grants committee Training providers supported under Component 1 of the project that will only be eligible to participate in the SDF after the third round of call for proposals WDA staff or their immediate family members (parents, spouse and children) Direct beneficiaries of this component are: Individuals benefiting from the training financed by the SDF, to receive job entry training in critical skills. Target groups will include the relatively unskilled as well as adults Sdf Funded Projects per Economic Sector Round Two Trade No of projects Beauty and Aesthetics 2 Carpentry 4 Masonry 3 ICT 2 Mechanics 2 Hospitality 2 Electricity 2 Agri 1 Tailoring 1 Welding 1 Total 20 who have completed either primary or lower secondary education or graduates from vocational centers who may need to upgrade their skills; Public and private technical and vocational training centers and institutions which receive SDF financing to upgrade their technical and operational capacity to deliver relevant and quality training programs; and Trade associations, Cooperatives, NGOs and enterprises which receive SDF financing to expand their capacity to deliver industry relevant training programs for current and prospective workers The primary rationale for the project as a whole is economic closing of critical skill gaps in the labour market to provide the skills necessary for productive employment. Equity is a secondary objective, which is encouraged through the criteria for evaluation of sub-project proposals. While sub-grant proposals are considered for most economic sectors, priority is given to proposals that focus on the occupations identified as national priorities by the WDA. Sub-grant proposals are considered for training programs of limited duration (from one to three months) which are directed at meeting urgent skills requirements Year Book

111 Putting skills at the heart of economic success in the labour market, through quality improvements of existing programs, expansion of existing programs, or development and delivery of new programs. Particularly at the start of SDF implementation, requirements for target sectors and appraisal criteria are quite broad, in order to encourage the greatest number of applicants possible. In all cases applicants are required to meet the established fiduciary standards. Sub-grant recipients need to provide evidence of the relevance of the training they request funding. The sub-grant amount is between US$10,000 and US$100,000 and is dependent, among others, on the equipment and materials required, implementation capacity of the applicant and the number of trainees expected to participate in the program. The evaluation of proposals from eligible applicants is carried out based on appraisal criteria which are clearly described in the project s operations manual and which can be classified in the following three categories: Economic and social relevance (e.g. provision of evidence that the proposed activity will address priority labour market requirements and priority skill shortages; targeting disadvantaged groups); Feasibility (e.g., does the applicant have the institutional capacity and trained instructors to carry out the proposal; does the capacity to carry out fiduciary functions exist, etc.); Quality (e.g. proposed activity is technically sound; program offerings are innovative); and Internal efficiency (e.g., as measured by proposed costs per trainee). Sustainability of the training provision (considers the ability of the applicant to continue with the training after the contracted 3 months) In terms of process, the SDF advertises to potential bidders the purposes, criteria and processes of the SDF. Technical assistance is provided by the SDF secretariat to potential bidders in how to prepare applications. Applications are evaluated by SDF secretariat staff and consultants according to the following criteria: relevance, feasibility, sustainability, and internal efficiency. Decisions on applications are made by a Sub-Grants Committee, comprising both private and public sector representatives. Once approved, a sub-grant agreement is signed between the WDA and the winning bidder for sub-projects specifying disbursement schedule, performance conditions and targeted outputs and outcomes. Details of the functions, application procedures, selection criteria, implementation structures, staffing, financial management arrangements (i.e., disbursements, accounting, audits), and monitoring and evaluation responsibilities of the SDF are all governed by the operations manual. During the project duration, SDF will award US$ 6 Million in grants. So far with two rounds over 37 projects have been supported. These projects are sharing a total of Rwf 1.3 billion which is about 30% of the amount to be given out in grants. The projects covered so far are in agriculture, construction and building, beauty and esthetics, hospitality, art and craft, automobile mechanics, ICT, light manufacturing and electricity. In these two rounds, funding for SDF has penetrated all provinces in twenty two (22) districts of Rwanda. However, there is still a problem with the distribution of projects; majority of which are concentrated in Kigali, followed by the Southern Province. More efforts are to be directed to the Northern Province which at this time is lagging behind. In the first round of training, about 1200 trainees benefited from the SDF funded projects in the trades mentioned above. We still need institutions to venture into mining, manufacturing, transport, renewable energy and servicing sectors. Final results of sub-grant beneficiaries will be evaluated, in part through tracer studies of individuals who benefited from training financed by the SDF. Year Book

112 Workforce development authority Sdf funded projects distribution Round One Agriculture Welding Manufacturing Masonry Beauty and Aesthetics Hospitality Art and Craft Auto Mechanics Carpentry Sdf funded projects distribution Round Two Agriculture 5% Welding 5% Masonry 15% Beauty and Aesthetics 10% Hospitality 10% Mechanics 10% Carpentry Tailoring Carpentry Electricity 5.9% 5.9% 5.9% 5.9% 5% 11.8% 11.8% 11.8% 10% 17.6% 23.5% 20% 20% SDF Funded projects Distribution per Districts Round One Nyamasheke 11% Gisagara 6% Rubavu 6% Musanze 6% Kicukiro 11% Gasabo 12% Rusizi 6% Huye 6% Gakenke 6% Ngoma 6% Nyagatare 6% Kayonza 6% Nyaruguru 6% Ruhango 6% SDF Funded projects Distribution per Districts Round Two Nyarugenge 15% Rwamagana 5% Rutsiro 5% Ngororero 5% Kicukiro 15% Gasabo 15% Rusizi 6% Huye 10% Gatsibo 5% Ngoma 5% Muhanga 5% Kamonyi 5% Gicumbi 5% Bugesera 5% Year Book

113 Putting skills at the heart of economic success The full list of the 37 projects supported through SDF S/N Winner Amount /RWF Trade Head / Gender Administrative Sector 1 Mpanda 52,660,000 Carpentry Male Byimana 2 Karengera Vtc 47,824,250 Carpentry Male Karengera 3 Ntendezi Vtc 24,161,400 Carpentry Male Ruharambuga 4 Mugusa Vtc 29,680,472 Carpentry Male Gikonko 5 Etag Vtc 42,510,492 Mechanics Male Gisenyi 6 Inyemeramihingo Vtc 27,600,000 Mechanics Male Muhoza 7 Rise To Shine 22,931,775 Art and crafts Female Masaka 8 Visdapoc 14,665,000 Art and crafts Male Ndera 9 Jill Barham 26,300,000 Hospitality Male Gihundwe 10 Rwabuye Vtc 26,075, Universal Beauty Saloon 47,285, Belasi Saloon School 24,111,000 Beauty and esthetics Beauty and esthetics Beauty and esthetics Male Female Female Ngoma Kimironko Remera 13 Codusi Cooperative 32,663,000 Masonry Male Rusasa 14 Apeespe 23,080,000 Manufacturing Male Kibungo 15 Assist Rwanda 49,253,950 Manufacturing Male Nyagatare 16 Kayonza Vtc 18,612,900 Welding Male Kayonza 17 Adenya 55,161,733 Agriculture Male Nyabimata 18 Adelia s Saloon 21,289, Umushumba Mwiza 16,316,150 Beauty and Aesthetics Beauty and Aesthetics Female Female Nyarugenge Nyarugunga 20 Centre Des Metiers Assomption De Nyange 31,666,360 Masonry Female Nyange 21 New Hope Center 7,165,000 Masonry Male Mukura 22 Umutara Polytechnique Gakoni 43,397,635 Masonry Female Kiramuruzi 23 Victory Technologies 50,077,300 ICT Male Remera 24 Kigali Today Ltd 63,020,750 ICT Male Remera 25 Garden Vtc 43,600,000 Automobile mechanics Male Kibungo 26 Ecole Technique De Kabgayi (Eteka) 40,647,000 Automobile mechanics Male Muhanga 27 Eav Kabutare 35,718,858 Agriculture Male Ngoma 28 Kigese Vtc 38,717,100 Carpentry Male Rugalika Year Book

114 Workforce development authority 29 Kora 47,753,424 Carpentry Male Nyarugenge 30 Saint Joseph Integrated 49,491,960 Carpentry Male Nyamirambo 31 Iwawa Irvs 57,440,500 Carpentry Male Boneza 32 Cooperative For Energy Promotion 18,919,000 Electricity Male Gatsata 33 Aee 21,991,600 Welding Male Rwamagana 34 Gaculiro Vtc 43,097,000 Electricity Male Gisozi 35 Ear Byumba 37,091,120 Hospitality Male Byumba 36 Sinapisi 20,496,000 Hospitality Male Gikondo 37 Benimpuhwe Association 30,705,500 Hospitality Male Rilima Distribution per Economic Sector Round 1&2 Trade No of projects Agriculture 2 Tailoring 3 Auto mechanics 4 Beauty and Aesthetics 5 Carpentry 8 Electricity 2 Hospitality 3 ICT 2 Manufacturing 2 Masonry 4 welding 2 In the first round of training, about 1200 trainees benefited from the SDF funded projects in the trades mentioned above. We still need institutions to venture into mining, manufacturing, transport, renewable energy and servicing sectors. Final results of sub-grant beneficiaries will be evaluated, in part through tracer studies of individuals who benefited from training financed by the SDF. Projects Distribution Per Province East Kigali North West South Year Book

115 Putting skills at the heart of economic success SDF Projects Funded Distribution per Economic Sector Round 1& Agriculture Tailoring Auto mechanics Beauty and Aesthetics Carpentry Electricity Hospitality ICT Manufacturing Masonry welding Year Book

116 Workforce development authority The Adolescent Girls Initiative (AGI) The economic empowerment of adolescent girls and young women project is a new program supported by a Multi-Donor Trust Fund. It is implemented by the Government of Rwanda Ministry for Gender and Promotion of Family, the Workforce Development Authority, and the Imbuto Foundation. The vocational training component of the project aims to improve employment, incomes and empowerment of 2700 disadvantaged young women (age years) in the districts of Rulindo, Gasabo, Gicumbi, and Kicukiro. The nine centers started training on Monday 3rd June, 2013 and this component operating under WDA was officially launched Tuesday 16 th July, 2013 by the state minister in charge of TVET Albert Nsengiyumva. Training: The program provides training and support to help young women to find employment or start their own businesses. The training begins with a 2-week induction period, followed by 6 months of training at a vocational training centre, in areas such as culinary art, food processing, agri-business, art and craft. Girls who complete the skills training will then receive support to help them establish their own business and enterprises, including formation of cooperatives, links to business mentors, and access to microfinance. At the end of the project, every girl who successfully completes the program will receive a graduate certificate Year Book

117 Putting skills at the heart of economic success AGI focal point (WDA) Sam Barigye briefing selected female trainees in Shyorongi sector (Rulindo district). AGI focal point briefing female trainees in Byumba Year Book

118 Chapter 6

119 special training

120 Workforce development authority special training Iwawa Youth Rehabilitation and Skills Development Center (IRVSDC) IRVSDC was established by the Ministry of Youth and ICT in 2010 in collaboration with other government institutions to become a center of excellence for youth rehabilitation and skills development. It offers a range of best learner programs that respond to the needs of the labour market. Iwawa Rehabilitation and Skills Development Center was set up in order to come up with a response to the increasing issue of delinquent youth that was becoming a security and social threat to the nation. The mission of IWAWA center is to promote positive change of delinquent youth so they transform into responsible and productive citizens and give them skills to enable them get gainful employment. A presidential decree establishing the centre and a staff structure was approved by the cabinet on 10/02/2010. The law provides for the establishment of transit centers in all the district towns of the country in addition to Gikondo in Kigali city. The transit centers are Year Book

121 Putting skills at the heart of economic success used to temporarily accommodate the youth who have been found involved in petty crimes while the screening process is being carried out thoroughly to avoid cases of transferring people who do not meet the criteria for Iwawa admission. Basic infrastructure such as dormitories, classrooms, kitchen, dining hall, houses for staff, stores and workshops that can accommodate about 2,000 youth have been constructed. This center is envisages to become a center of excellence where youth are rehabilitated and trained in vocational skills so as to become patriotic, productive and independent citizens who can favorably compete on the local and regional markets. The centre targets the following categories of youth; vagrants, prostitutes, swindlers, delinquents and drug addicts. Categories not mentioned may be added as need arises. Year Book

122 Workforce development authority IWAWA passing out students Year Book

123 Putting skills at the heart of economic success The centre currently admits those youth who have passed through the transit centers but the future plan is to allow admission of youth bought in by family members for mainly the rehabilitation phase. These will be required to pay a fee that will be determined by the steering committee to help parents with children with behavior issues to be restored. The key programs of the centre are rehabilitation that is aimed at preparing the youth emotionally to overcome the challenges related to delinquent behavior they had been experiencing, vocational skills training and transition. The transition phase involves the graduation and the re-integration of these youth back into the society. This will involve helping those willing to work together to organize themselves into cooperatives and linking them with institutions that can provide skills and business startup capital where possible. Efforts to link with other experienced groups in similar fields for mentorship and admission to their groups will also be considered and seriously pursued to ensure these youth become economically independent to avoid going to back to their old acts. The vision of IRSDC is to become a center of excellence for youth rehabilitation and skills development which offers range of best learner programs that respond to the needs of labour market. The mission of the centre is to rehabilitate delinquent youth by equipping them with vocation and life skills that strengthen their participation in the social, economic and political development of Rwanda. The core functions of IRVSDC will focus on the following areas of activities: Psychosocial rehabilitation Vocational training Production Transitional support towards social reintegration The core values of IRSDC are the following; Patriotism Love and allegiance to the nation and the government of the Republic of Rwanda Integrity The act of consistency of actions, values, methods, measures, principles, expectations and outcome. Responsibility The obligation and authority to take the necessary actions to ensure success. The obligation for the proper custody, care, and safekeeping of resources entrusted to the possession or supervision of an individual. Professionalism This is defined as the pride in work, in achievements, conscientious and efficient in meeting commitments and achieving results. It shows persistence when faced with difficult situation or challenges. Creativity/Innovativeness Creativity is defined as a phenomenon whereby something new has some value that is created. Innovation is the process by which new ideas are generated and converted into useful product. The center is currently accommodating 1132 in vocational training (carpentry: 265; tailoring: 122 and construction: 745) and 863 under rehabilitation with a staff of 25 persons (administration:7; Trainers:10; Nurses:5; Psychologists:7). The centre offers a program of 12 months composed of two main phases; rehabilitation and vocational training. The rehabilitation phase which takes 6 months is articulated through the following programs: Civic education Psychotherapy General Medicine Literacy and numeracy Leadership Sports Industrial Attachment Program An Industrial attachment program (IAP) is a training program whereby students/ graduates are placed in companies/ industries to acquire practical hands on skills through on the job training under the mentorship of a company supervisor with vast experience in that area. Year Book

124 Workforce development authority The Minister for Youth and ICT, Jean Philbert Nsengimana addressing students at Iwawa Rehabilitation & Vocational Skills Development Center on discipline The IAP framework was validated by stakeholders in November 2011 but pends implementation throughout TVET schools. That is the main reason as to why WDA requested JICA to cooperate in a technical aid project, JICA TVET Industrial Attachment pilot Project, to promote the Industrial Attachment Program (IAP) in TVET schools. The key programs of the centre are rehabilitation that is aimed at preparing the youth emotionally to overcome the challenges related to delinquent behavior they had been experiencing, vocational skills training and transition. The transition phase involves the graduation and the reintegration of these youth back into the society Year Book

125 Putting skills at the heart of economic success Validated IAP Collecting Information Tangible Plan Applying IAP (Pilot) JICA IAP Advisor The overall goal of the IAP project was to provide a pilot implementation in 10 selected TVET schools. The results of the pilot after careful evaluation is being replicated /rolled out in the remaining TVET schools. Most of TVET schools have been implementing IAP utilizing various industrial attachment formats. As previously mentioned, WDA and industrial attachment stakeholders developed a new framework whose aim is to provide a harmonized approach towards industrial attachment. Implementation of IAP Revision of IAP Review of IAP Dissemination of IAP Recommendation and Lesson Learned The pilot implementation focused mainly on two sectors of construction and hospitality. The eligible trades were carpentry, cookery, electrical technicians, food and beverage, masonry, plumbing,receptionists, and tour guide. After implementing the IAP pilot program, WDA together with JICA TVET industrial attachment specialist reviewed the program using lessons learnt and revised the IAP for dissemination. IAPs are delivered by TVET training providers, such as VTCs, TSSs and IPRCs as part of their training curriculum. The Director General of WDA Jerome Gasana encouraging youth at IWAWA to use skills acquired in transforming their lives. Year Book

126 Workforce development authority ABOVE: Graduation at IWAWA LEFT: Trainees at IWAWA operating a hydraulic block machine These training providers, however, have conducted IAPs using different approaches. For the purpose of uniformity and harmonization, WDA in collaboration with JICA, developed a standardized IAP guideline, which was validated in a workshop which took place at Hilltop Hotel on 17 th of January 2012, with the presence of all stakeholders including the private sector. Subsequently, IAP dissemination workshops for TVET schools were conducted from 7 th to 11 th May 2012 in Musanze and from 28 th May to 1 st June 2012 in Kigali for 20 liaison officers from pilot schools and schools supported by skills development program. Later on 213 school managers, 187 company supervisors were trained in separate times. One year after the implementation, WDA in partnership with JICA-TCT project phase 2 conducted IAP follow-up survey from 27 th May to 6 th June 2013 in order to collect information of the current situation of IAP with a view to understanding the obstacles and good practices of IAP in implementation, and to examine the effectiveness of the IAP guidelines. To conclude the IAP follow-up survey, WDA and JICA-TCT project phase 2 have carried out a two-day workshop from 1 st to 2 nd August 2013 to share the findings of the survey, and to examine how WDA, together with TVET schools and industry partners, can better promote and improve the IAP practices on the ground. During the IAP dissemination, the following major activities were implemented: Visit to 6 Schools supported by SDP in order to discuss IAP with school Managers. Different Workshops within the schools where students, instructors and Liaison officers were trained. Visit to cooperatives and request for IAP cooperation. IAP was discussed during TVET EXPO 2012 Visit to private sector companies. Contact with PSF (BDS) Delivery of IAP log books & framework through IPRCs to all schools Over 400 companies gave attachment to students from the above 20 schools 18,600 log books were distributed to all TVET Institutions through IPRCs 600 IAP Framework documents were distributed to all TVET Institutions for clear IAP guidance Year Book

127 Putting skills at the heart of economic success The Minister of Internal security Shiekh Mussa Fazil Harerimana advising youth at IWAWA to stop the use of drugs and other immoral behavior The General Findings during the IAP follow up survey were out of 18 visited schools where the survey is conducted: 15 Schools have assigned ILOs, 16 schools conducted IAP after 2012 IAP WS, 15 of IAP responsible have experience and average year of experience for all IAP responsible is 2.1 years. The five years general experience in the above schools were as follow: Academic year Number of schools Number of students Status of attachments Percentage Attached Unattached Attached Unattached , % 4.66% , % 1.55% , % 1.21% , % 10.35% , % 13.37% Year Book

128 Workforce development authority A staff from Kanombe military hospital performing dental treatment at IWAWA According the results, number of schools conducting IAP is increasing as well as the number of students going for the IAP is increasing but the number of attachment is decreasing. This can be explained by IAP calendar appearing to be unfavorable to VTCs. Number of schools Total no of students Combined male and female Male Female Attac Unatt No. Attach Unatt No. Attach. Unatt 2584 = 87.5% 367 = 12.6% 1790 IWAWA trainees under Tailoring department 1479 = 82.62% 311 = 17.37% = 95.17% The obstacles that hinder the effectiveness of industrial attachment implementation include insufficient budget, limited number of participating companies especially for plumbing, welding and carpentry. There is also the problem of undermining VTC graduates in favor from those from universities. It emerged that some participating companies charged IAP. Other challenges included lack of allowance for trainees brought about by limited financial resources to facilitate ILO in supervision. It also emerged that some school managers do not recognize the importance of ILOs. Difficulties were also encountered in finding attachment for electrical department. Another major challenge faced is that IAP Guideline seems to be not well understood by users (difference of steps). For instance, some schools under the program think that the logbooks used to track the field studies seem complicated to be used effectively. In some instances,it emerged that trainees were being considered by employees of the companies hosting the students as potential competitors during the time of conducting their attachments while there is a clear lack of relationship between companies and the training providers. There is still a huge gap to be filled for companies willing to offer attachments while some of the companies willing to participate have limited equipment or lack capable human resource capabilities. In order to offer solutions,schools were urged to initiate the collaboration framework with companies through pro-actively sensitizing potential companies on the importance of IAP among other measures. 56 = Year Book

129 Putting skills at the heart of economic success Engineering competition (Robot contest) In the long-term national development plan, The Vision 2020,Rwanda aims at the realization of knowledge-based economy. However, the country still has a big challenge of shortage of competent people as the base of science and technology. The government, therefore, gives a high priority to human resource development, in the field of science and technology in particular, towards fulfillment of The Vision WDA in collaboration with Japan International Cooperation Agency (JICA ) introduced an engineering competition known as the robot contest in Rwanda in The aim of the contest is to provide an opportunity for technical students to apply engineering skills and knowledge into practice and contribute to the strengthening of practice-oriented technical education among TVET institutions, universities and higher learning institutions. Four Robot contests have been held in Rwanda since The first one was held in under the title Engineering Competition while the second one was entitled Skills Contest (2011). The third one was named Robot Contest with Nabikora as slogan (2012) and the last one in the name of 4th Robot contest in Rwanda held in Some of the institutions that have been participating in this contest include Kigali Institute of Science and Technology (KIST), Tumba College of Technology (TCT),National University of Rwanda (NUR), IPRC-Kigali, Umutara Polytechnic (UP), Nyanza TSS,, ETEKA Kabgayi, Nyamata TSS and SOS TSS. The future Rwanda robot contests will be organized in the way that it benefits Rwanda society. Each school participating has to make its own robot, program it in line with the rules and regulations set up before. WDA in collaboration with JICA has planned short and long term training programs in robot science for Iitructors. Experts in robot science will also be hired to train instructors in that domain to extend this practical knowledge to a large number of people. Winners of the Robot contest organized by WDA in collaboration with JICA Year Book

130 Workforce development authority CAREER GUIDANCE In collaboration with development partners, the directorate of partnership also provides career guidance services in TVET schools. What is career guidance? Career guidance is a set of services and activities that assist students, at any point throughout their career development. It helps them make educational, training and occupational choices tailored to their specific attributes. Such services may be provided by schools, universities and colleges, training institutions, through voluntary organizations or the private sector. It may be provided on an individual or group basis, face-to-face or long distance. Career Guidance Process Career guidance is meant to empower students to make a successful transition from school to the world of work, from job to job, across their life span, and to be productive citizens. Its could be seen as a collaborative effort of guidance staff, teachers, parents, other family members, and community partners. It thus means that academics and practitioners will need to consider the new changes, theoretical foundations, knowledge base, and expanded skill sets needed to embrace the new paradigm. Career practitioners need a broader range of pre-service and in-service education that prepares them to offer advice, guidance and counseling for occupational, vocational and career related issues. Comprehensive Guidance and Counselling Model of career Development Students will understand the relationships among personal qualities, education and training, and the world of work. Students will demonstrate decisionmaking, goal-setting, problemsolving, and communication skills. Students will explore careers and the connection of school to work. Students will demonstrate a positive attitude toward work and the ability to work together. Students will understand how community awareness relates to work Year Book

131 Putting skills at the heart of economic success Establishment of Career Guidance advisory services in TVET institutions process. TVET schools visits The Workforce Development Authority (WDA) in collaboration with Rwanda Development Board (RDB) is willing to establish TVET Career Guidance services and Entrepreneurship Development programmes in TVET institutions. To implement the above program therefore, it was necessary to conduct a preliminary field visit which was meant to carry out information campaign and sensitization on career guidance services as well as follow-up on integration of entrepreneurship development in selected TVET schools. The schools visited include the following, IPRC Kigali, Gatenga VTC, Umushumba mwiza, Gacuriro VTC, Akilah Institute of Women, Nyamirambo Technical School, Nelson Mandela Educational Center, Kibungo TSS, Kirehe VTC, Kabarondo VTC, Amizero Training Center, Mpanda VTC, Nyanza TSS, Kavumu VTC, Kibali VTC, Tumba College of Technology, Busogo TSS, Gisenyi VTC, Kibuye TSS. During the visits, it was found that some schools have already started career guidance services including entrepreneurship development activities. Others were informed on these programs and they were enthusiastic to host and support these programs. WDA officials making the visits were satisfied by the commitment and the capacity of these schools to host the above mentioned programs. In this exercise WDA is expected to work in collaboration with other partners involved in providing support to introduce/establish career advisory services and entrepreneurship development in our technical and vocational institutions. Those include, RDB, Belgian Cooperation, USAID Akazi Kanoze, JICA, GIZ among others. Orientation workshop for career guidance establishment Workforce Development Authority (WDA) in partnership with Rwanda Development Board (RDB) is in the process of introducing Career Guidance Advisory Services in TVET institutions as a tool to boost the quality of TVET provision. For this purpose, WDA through its Partnership Building Unit in collaboration with RDB organized a one day consultative meeting which is meant to discuss on and orient the establishment of career guidance advisory services and entrepreneurship development programmes in TVET institutions. The workshop which brought together officials from WDA and RDB, selected TVET schools and some development partners representatives. The meeting took place in Musanze on 07 th December The workshop was officially opened by the Director General of WDA who also took some time to interact with participants and respond to their questions and concerns. Objectives of the Workshop To make participants fully understand the meaning, the role and the motive of career guidance and entrepreneurship development programs. To make participants share experience from institutions that have already initiated these programs To engage participants in drawing a consensus on a platform framework that will guide the implementation of career guidance and entrepreneurship development in TVET institutions. To consult with participants on agreed activities to be carried out by June The major recommendation of this workshop was to elaborate a framework strategy for career guidance services in TVET institutions. A draft of this framework is now waiting for discussion and validation. Business Incubation Centers In a bid to enhance entrepreneurship capacity and promote business skills among TVET graduates, the Year Book

132 Workforce development authority establishment of business incubation centers is viewed as a relevant tool to this cause. Therefore, four such centres have been established so far, of which two (IPRC Kigali and Kavumu VTC) are fully equipped and operational with trainings and office furniture with support from GIZ. The IPRC South Incubation Center is being developed and facilitated by WDA with the technical support from Belgian Common Program where as one(1) located at Nyarutarama Gasabo (Kigali City) is being developed by Gasabo District, WDA and technical support plus equipment provision by the Government of India through its Nation Small Industries Corporation (NSIC). No Institution Number of incubates Number of Companies formed Existing professional trades 1 IPRC Kigali Civil Engineering ICT Mult- Media Carpentry Plumbing Welding Telecommunication 2 Kavumu VTC 20 3 Construction ICT Carpentry Mechanics Plumbing Welding 3 IPRC South 55 Not yet registered Construction ICT Carpentry Mechanics Plumbing Welding 4 India-Africa Incubation Center, Rwanda Kigali - Construction in progress. The concept of Entrepreneurship Development refers to an individual s ability to turn ideas into action. Entrepreneurial programs and modules accord the students or graduates the tools to be creative and effective problem solvers. Entrepreneurship training can be particularly effective in Technical Education and Vocational Training, as students or Year Book

133 Putting skills at the heart of economic success graduates are preparing to enter into working life and self-employment may be a valuable option for them. The Economic Development Poverty Reduction Strategy (EDPRS 2) is mostly focused on linking Small and Medium scale Enterprises (SMEs) with Technical Vocational Education and Training (TVET) Schools. While the government is busy in increasing the number of SMEs, it is almost impossible to expect productive enterprises, while there is no organized business development services available to give training, consultancy, and advisory services for business startup for TVET graduates. Moreover, a concept known as CEFE (competency based economies through the formation of enterprises) seems very practical and leads to more inspiration, innovation and creativity. Therefore the CEFE approach leads to quick open mind. So, CEFE Rwanda Ltd, as unique owner of this methodology in Rwanda authorized by CEFE International, has been identified and recommended by GIZ Rwanda, the funding organization, to undertake entrepreneurship training according CEFE methodology for 10 days to graduates of IPRC- Kigali at Kicukiro and Kavumu VTC. In partnership with CEFE Rwanda Ltd, Workforce Development Authority (WDA) has put in place CEFE training to reinforce the entrepreneurship culture among targeted groups and to promote potential entrepreneurial initiatives. This type of training will help increase the trainees to increase their business management skills and to integrate incubates and TVET graduates into full participation in national economic growth. It is expected that the beneficiaries will be stimulated and inspired by the training to meet the economic issues facing the country. Moving on Making decisions Career Planning Knowing yourself Exploring options The above training activities are implemented according to an agreement between GIZ and WDA with the following obligations: WDA will be responsible for selection of participants (trainees) to be sourced from specific institutions such as IPRC- Kigali and Kavumu VTC with a target of recruiting about 120 graduates to attend CEFE training; CEFE Rwanda in liaison with WDA is to provide trainers and conduct training while GIZ Rwanda is to fund the training. In the context of executing the training programme meant to stimulate practical entrepreneurship skills as well as other income generating activities, the following tasks were carried out: Self - assessment including personal entrepreneurship characteristics, personal competencies, assets and financial capacities, business opportunity management etc); identifying and choosing the best business idea, market and marketing; resources management, time management, introduction on business planning and project management. The total number of participants who have successfully completed this type of training was 110 composed of 25 females and 85 males. In IPRC Kigali 89 participants have successfully completed training and 21 participants completed the training from Kavumu VTC. The distribution of participants is presented hereafter: Sites Participants Male Female Total IPRC-Kigali/Kicuriro Kavumu VTC Total Year Book

134 Chapter 7

135 WDA development partners

136 Workforce development authority WDA development partners forging for sustainable partnerships for skills development WDA has endeavored to provide trainers in different fields to pass on skills to the entire population, especially the youth. Through different partnerships WDA is grooming up trainers with required training capacity at the international level. Eleven trainers have already completed training at Les Roches, 10 with Master of Business Administration in Hospitality Management and One with Diploma in Hospitality Administration. This has been possible through the cooperation between WDA and Les Roches under the MoU signed on February 15, 2011 that permits the trainers to undergo Master of Business Administration in Hospitality Management and Diploma in Hospitality Administration. In partnership with the Chinese Government through the China Railway Engineering Consultants group WDA is constructing IPRC-North in Musanze District. The 13 Million US dollar project that started in June 2012 undertakes construction of modern structures which will be used to train various trades including construction and building services, hospitality and tourism, agriculture and food processing. A mutual cooperation between SHair academy, a UK based charity organization and WDA which started in September 2011 has led to the establishment of a professional hairdressers academy in Remera, Kigali. This beauty training facility started in March 2013 with 50 students with a NO- FEE-ON-YEAR intensive training course in professional hairdressing. The knowledge of technical and vocational skills has been identified as one of the key sectors for the economic growth in Rwanda. WDA and the GIZ provide support to upgrade skills to the Rwandan labour market. This support is targeting innovative approaches for further training. The Upgrade Your Skills Initiative aims at upgrading existing basic skills through short term trainings, contributing to having better skilled labour force and increasing productivity and quality of products and services. The target group is made up of public and private companies, cooperatives, training providers as well as associations willing to upgrade skills of their employees and other interested outsiders. Through collaboration with the MICROS Company from Cape Town and Durban (South Africa), hospitality trainers have also undergone training in MICROS 3700 Point-of-Sale system designed to speed up service for guests in hotels and restaurants. These trainers still have a mission to pass on skill acquired to restaurant and hotel employees across the country. This support is targeting innovative approaches for further training. The Upgrade Your Skills Initiative aims at upgrading existing basic skills through short term trainings, contributing to having better skilled labour force and increasing productivity and quality of products and services Year Book

137 Putting skills at the heart of economic success Swiss Agency for Development and Cooperation SDC Promoting market oriented skills training in the Great Lakes region The great lakes region of Africa has the highest population density and the lowest level of urbanization in continental Africa. In Rwanda, Burundi and Eastern DRC, subsistence agriculture remains the backbone of the economy employing the majority of the workforce. Due to poor infrastructure and weak market linkages, agricultural productivity and commercialization remain however below their potential hampering the sector to be a veritable driver for economic growth. In recognition of these constraints, the governments of the three countries have adopted policies in order to modernize the agriculture sector, increase its productivity and develop markets. At the same time, the governments are aware, especially in Rwanda, that economic development also needs high investments in off-farm activities in order to increase employment and income. Whereas Rwanda has a clear vision on the development of its TVET system, Burundi and DRC have not yet defined their strategies to strengthen this sector. Significant efforts are being led by Rwanda in order to permanently eradicate poverty and the country s dependence on development assistance. Several development programs and strategies have been developed in order to achieve this. While a whole range of policies are necessary in order to achieve these objectives, the reform of the education system plays a crucial role. Indeed, the development of human capital plays a pivotal role in a country s social and economic development. As of a matter of fact, the government of Rwanda has declared skills development in general and TVET in particular as one of the top national priorities. For a fast economic growth, fair and equitable distribution of income, the development of a competent and open economy is crucial to build a demand-driven, flexible, integrated and high quality TVET system. To date, Rwanda is however still confronted with several challenges such as: Minister of state for TVET Albert Nsengiyumva & the SDC representative Sicvio Fluckiger signing an MoU to establish five vocational training centers in the western province. limited and inequitable access, insufficient skilled workers in key economic areas, lack of employability of TVET graduates, insufficient private-sector involvement and enterprise-based training opportunities, inadequate and inefficient financing of the TVET system, and absence of a monitoring and evaluation mechanism to monitor TVET system performance. In support of the GoR s efforts and in order to address these challenges, Switzerland has launched in 2012 a program to promote market oriented skills training in the Great Lakes region. The first phase of SDC s 12-year program aims at contributing to develop a quality and market responsive TVET-system. On the one hand, support will be provided to the formal TVET system in order to increase access to TVET for 9-year Basic Education school leavers. Year Book

138 Workforce development authority On the other hand, SDC s program will put a particular emphasis on promoting informal TVET providers offering trainings to the rural population who didn t have the opportunity to follow a proper formal education and is excluded from the formal TVET system SDC s program will mainly deploy its supportive activities at local level, with a geographic focus on the western province, where SDC has a longstanding and privileged partnership with the local authorities. In 2013, a particular focus is put on the construction and equipment of one VTC in each of the five targeted districts in the Western Province (Karongi, Rutsiro, Ngororero, Nyamasheke and Rusizi). In addition, competency-based curricula are being developed in collaboration with the private sector, especially on level 1 and 2, and training of trainers supported jointly with the IPRC of the Western Province. Finally, the institutional and organizational capacity of the private sector, TVET providers and local TVET authorities is being developed in order to strengthen the partnerships between these three key stakeholders. Having heavily invested in the development of its own vocational training system, Switzerland has a longstanding internationally recognized expertise in TVET in general and in supporting vocational and skills development measures in developing countries in particular. Given Switzerland s own experience in TVET, Swisscontact, a Swiss organization with internationally recognized expertise in technical and vocational training, has been selected in an international tender process and is responsible, together with WDA, for the implementation of the program.. On the basis of a project agreement between SDC and MINEDUC, MOUs have been signed between Swisscontact, and relevant key local partners such as WDA and the five districts. These MOUs define roles and responsibilities of each of the parties during the implementation of the project. They are essential to ensure the national ownership and the success of the project. With the present engagement, Switzerland reaffirms its longstanding support to the Rwandan population and is convinced these joint efforts will support Rwanda in becoming a competitive and diversified economy and offer to the rural population new jobs and appropriate income Year Book

139 Putting skills at the heart of economic success JICA S Support to Tvet in Rwanda Japan International Cooperation Agency (JICA) was established in 1974 as a development assistance executing agency of the Japanese Government. JICA currently operates in over 150 countries worldwide. JICA embarked its operation in Rwanda in 1987 through volunteers program and opened its office in Today the agency carries out its engagements primarily on the four sectors, which Rwanda has identified as priorities that could be supported by Japanese expertise. The four sectors are: economic infrastructure; agriculture and business; water and sanitation; and education. To promote specified priority areas and policy implementation by the Government of Rwanda, JICA s support in education puts emphasis on quality science and technology education and training. JICA believes this is one effective way to assist the country in realizing The Vision 2020 and in transforming the country into a knowledge-based economy with strong economic growth. Japan s Official Development Assistance (ODA) emphasizes the importance of country ownership and human resource development for nation building. JICA works closely with Rwanda counterpart organizations and engages in their sustainable capacity development. JICA s support is primarily realized through technical assistance in the provision of Japanese experts and volunteers and also of training conducted in Rwanda, Japan and other third countries. JICA also links development engagements and experiences on the ground with intervention at the policy level, which enables the agency to work with the Government of Rwanda to generate mutual understandings and promote sustainable country systems. Engagements under Human Resource Development In supporting the implementation of EDPRS 2 by the Government of Rwanda, JICA provides technical assistance to the education sector with the following two main objectives: To improve the quality of basic education; To strengthen technical education and vocational training Along with these lines, JICA has been supporting the following projects and initiatives in TVET sub-sector in Rwanda. 1. Project for Strengthening the Capacity of Tumba College of Technology (TCT) - Phase II During the implementation of Phase I (June 2007 June 2012), JICA supported TCT in establishing its school operation and training service provision through capacity building of teaching and administrative staff/officials at the college. Meanwhile, TCT facility was also equipped with necessary gears. Following the completion of Phase I, the second phase of the project was designed and embarked in February The purpose of the project is for TCT to become a model TVET institution that provides the Rwandan government with effective approaches for improving TVET sub-sector. Phase II has three main components: continuous strengthening technical education; school management; and dissemination of good practices within TVET. 2. Project for Skills Training and Job Procurement Support for Social Participation of Ex-Combatants and Other People with Disabilities (ECOPD) JICA has been working with the Rwanda Demobilization and Reintegration Commission (RDRC) since 2005, in collaboration with MINALOC, WDA and Year Book

140 Workforce development authority the National Council for People with Disabilities (NCPD), to support excombatants and people with disabilities in acquiring practical skills, which in turn enables them to obtain jobs and to become productive members of the Rwandan society. Since March 2011, the second phase of the project has been providing six-month skill development training as well as job obtainment support to approximately 1,500 ex-combatants and PWDs. During the current phase, TOT for national trainers on Disability Equity Training (DET) has been also carried out to raise awareness on disability affairs nationwide. Moreover, physical infrastructure of 9 vocational training centers was improved to be accessible to PWDs. Since 2005, over 2,500 ex-combatants with disabilities and PWDs in total will have been trained upon the completion of ECOPD Project in March Other initiatives supporting TVET Annually, JICA provides training opportunities to Rwandan public servants in effort to promote capacity development. In TVET sub-sector, six personnel from WDA, IPRCs, TCT, and VTC participated in training programs in Japan and other third countries during FY In addition, four officials from WDA, MINALOC and NCPD also visited Japan for observing engagements in TVET and disability sector in Jan 2013 To set up Industrial Attachment Programs (IAP) across TVET schools in Rwanda, JICA supported WDA s initiatives by dispatching an expert during Sept 2010 March 2011 and Sept 2011 Jan In the area of ICT, JICA expert facilitated drafting the National ICT Strategy as well as the establishment of k-lab, an incubation center located at Telecom House in Kigali, in collaboration with RDB and PSF during 2011/12. JICA has also supported Robot Contest in Rwanda since the first contest was organized in In March 2013, WDA organized and hosted 2013 contest in Kigali while taking much larger roles than previous years. As a recent engagement, JICA Rwanda facilitated and financed local consultancy to support WDA in drafting WDA s Partnership Strategic Framework in order to provide a guiding framework to TVET stakeholders concerning coordination and partnerships. Finally, in October 2013 JICA posted a senior advisor on TVET to WDA for a two-year term Year Book

141 Putting skills at the heart of economic success PAFP Intervention At the beginning, Belgian organisations (APEFE, BTC and VVOB) were working in Rwanda independently. Since 2010, these three Belgian Development Organizations have been working together in the framework of a shared Partnership Agreement. Under a single direction with a corporate budget of approximately 10 million euros, this Belgian Common Programme (or PAFP: Programme d Appui à la Formation Professionnelle) began in 2011 and will run until the end of The PAFP intervention has been developed in an incremental way, based on insights obtained in the process of joint programme implementation with WDA, IPRCs, District and Sector Education Officers and 10 pilot schools of the Southern Province. It is aiming at improving the quality of TVET in the Southern province by: Improving the coherence of the TVET system by facilitating dialogue, disseminating feedbacks and fostering synergies among the TVET institutions and stakeholders (WDA, IPRC/S, schools, districts, private sector); Improving the competences and employability of TVET graduates; Developing and improving TVET new national curricula by taking into account the lessons learned from the pilot schools experimenting those curricula ; Building an institutional, organizational and individual capacity at the micro level (TVET centers) and meso-level (IPRC/S) in a sustainable way; Improving the conditions of trainings (infrastructure, equipments). Since early 2012, PAFP has been supporting financially and technically: The development of competency-based curricula answering to the needs of the labour market, with a specific focus on the following sectors: Construction, Hospitality and Tourism, Agro-veterinary and Food processing; The development of competency-based assessment process; The Training of Trainers in competencybased training, English, ICT, organizational skills and technical skills in Agro-veterinary and Food processing; The training of master trainers in competency-based training; The School Management and Leadership of the pilot schools with a focus on the coordination of the competency-based training implementation; Year Book

142 Workforce development authority The promotion of entrepreneurship and inclusion of graduates within the labour market; The development of Income Generating Activities within schools; The partnership with the Private Sector Federation (PSF) and employers at large; Investment in infrastructure in pilot-schools. The PAFP approach is both pilot and systemic, to ensure the institutionalization of the results obtained in the field. A monitoring process is currently in development to facilitate the assimilation of information by WDA Curriculum, Training and also Accreditation and Qualification Units. This global and integrated intervention for quality TVET, from macro to micro levels, is giving WDA the opportunity to appreciate the challenges and requirements of implementing CBT. Address PAFP (Programme d Appui à la Formation Professionnelle) KN 14 Av. nr. 38 Kimihurura, Kigali Secretariat Jean-Christophe Nsanzimana Liaison & Communication Officer [email protected] Under a single direction with a corporate budget of approximately 10 million euros, this Belgian Common Programme (or PAFP: Programme d Appui à la Formation Professionnelle) began in 2011 and will run until the end of Year Book

143 Putting skills at the heart of economic success KfW Development Bank Partner of Rwanda About KfW Development Bank KfW is one of the world s leading and most experienced promotional banks. As an integral part of the KfW group, KfW Development Bank carries out Germany s Financial Cooperation with developing and emerging countries on behalf of the Government of the Federal Republic of Germany. The 650 staff at its head office in Frankfurt, Germany and about 200 specialists in almost 70 country offices cooperate with partners all over the world. Its goal is to combat poverty, to secure peace, to protect the environment, to reduce negative effects on the climate and to support the partners in their efforts to benefit from the ongoing globalization process. KfW in Rwanda KfW provides funds to a broad range of development projects and approaches through different aid modalities in Rwanda. All projects are implemented by Rwandan partner organizations, the so-called project-executing agencies. These projects are closely aligned to the country s policies and development strategies. The supported projects and approaches aim at reducing poverty and stipulating sustainable economic and social development. KfW is a Rwandan development partner since During the last decade alone, funds amounting to EUR 150 million were provided by the German Financial Cooperation through KfW. In addition, KfW is currently supporting regional energy projects in the Great Lakes region benefiting Rwanda of more than EUR 55 million. Today, KfW supports Rwanda in the three core areas Decentralization and Good Governance, Public Financial Management and Sustainable Economic Development (including TVET and Financial Sector Development). KfW opened its Rwanda office in Kigali in KfW s support for Rwanda s TVET sector Fostering private sector growth is crucial for Rwanda. This requires a large number The Ambassador of the Federal Republic of Germany to Rwanda Peter Fahrenholtz and the Minister of Finance and Economic Planning Amb. Claver Gatete after signing three agreements worth 18 million Euros (Rwf 15 billion) to support TVET. of versatile and well qualified workers that meet the growing demands of Rwanda s private sector. Through a newly set up, joint programme of German Financial Cooperation (KfW) and German Technical Cooperation (giz), Germany supports the Rwandan vocational training system. Being a new player in the Rwandan TVET sector, KfW will provide EUR 12.5 million in a two-phased support for the first joint programme with its partner WDA. It will finance required equipment as well as the rehabilitation and extension of existing facilities on behalf of the German government in selected TVET institutions. Management support strengthens the selected schools additionally. Furthermore, through an innovation fund, KfW will support the project-executing agency Year Book

144 Workforce development authority WDA in the development and assessment of a performance based scheme to channel public funds to private TVET institutions. Overall, KfW s support aims to increase the number of well qualified, job market relevant TVET graduates. It is a crucial feature of the German Financial Cooperation that the supported projects will be implemented by the local partner(s), in this case the Workforce Development Authority. As at: September 2013, Photos: KfW Year Book

145 Putting skills at the heart of economic success AKAZI KANOZE Youth Livelihoods Project The AKAZI KANOZE: Youth Livelihoods Project is a 5-year project financed by the United Sates Agency for International Development (USAID) and implemented by Education Development Center, Inc. (EDC). AKAZI KANOZE provides youth, ages 14 to 35, with the tools and resources necessary to embark on a positive development pathway that leads to lifelong livelihood opportunities. This includes providing youth with market-relevant skills, work readiness training and support, hands-on training opportunities, and links to the employment and self-employment job market. By June 2014, AKAZI KANOZE will have served 15,000 youth. The project goals are to: Increase Livelihood Opportunities for Youth AKAZI KANOZE empowers youth with the necessary tools and resources to enter into a positive development pathway that will lead to increased lifelong livelihood opportunities Develop a Thriving Youth Livelihood Support System AKAZI KANOZE builds capacity and creates linkages between youth, the Rwandan economy and the public and private institutions so that youth can access increased opportunities for productive engagement in Rwandan society Partnership with WDA The partnership is three-fold: i) Formal Public TVET AKAZI KANOZE works with institutional partner Workforce Development Authority to embed Work Readiness and Entrepreneurship skills curricula in formal Vocational Technical Centers and Technical Secondary Schools. AKAZI KANOZE contributes to WDA s activities of skills development through vocational training where youth receives the necessary employability skills to find and maintain work. In addition, AKAZI KANOZE trains trainers from Technical Vocational Education and A beneficiary of Akazi Kanoze training receiving a completion certificate from the Minister of Education, Dr. Vincent Biruta Training centers with the skills to deliver the content of the Work Readiness program. Trainers also receive ongoing mentorship and coaching services to ensure the quality of the contents of Work Readiness is delivered effectively among participants. In 2011, AKAZI KANOZE in partnership with the Belgium Cooperation and in close collaboration with 14 TVET centers piloted the Work Readiness program to over 300 youth. In 2012, AKAZI KANOZE formed partnership with an additional nine TVET centers and conducted Training of Trainers for instructors. To date, the project has collaborated with 23 Vocational Technical Centers and Technical Secondary Schools (TSS), and served 2300 TVET youth in Work Readiness program. ii) Akazi Kanoze Provides Workforce Development, Specialized Training and Job Placement Services to Youth Year Book

146 Workforce development authority AKAZI KANOZE collaborates with a cadre of private companies as well as youth serving organizations, public institutions, and private training providers to link youth to job and self-employment opportunities. In addition, the project offers youth a range of specialized workforce development skills training and resources based on market opportunities. Specialized training courses and services include entrepreneurship training and coaching, as well as savings group development; conversational English Lessons, computer literacy, career guidance services; preventative and reproductive health services; short-term specialized training in a vocational trade, etc. AKAZI KANOZE works closely with innovative partners in the private sector to prepare youth to access economic opportunities in trade such as construction, hospitality and services, ICT, and agro-business. Following training, youth are prepared to meet specific industry s needs for skilled workers. iii) Akazi Kanoze implements an Accelerated Learning Program (ALP) AKAZI KANOZE implements the Accelerated Learning Program (ALP) to provide youth who have dropped out of school at the end of Primary 4 to the end of Primary 6 with a program that combines non-formal basic education and technical training in a vocational area. This is a 12-month program followed by 6 months of an accompaniment phase, where participant receives intensive training to apply his or her skills in a particular trade of interest such as construction, welding, hospitality and services, masonry, etc. From the ALP, participants receive basic literacy, numeracy, English, Work Readiness, technical skills and knowledge that will enable youth to make choices about their future continue with some form of education such as the TVET system if possible, find and keep a job in a particular technical area or start their own business. Akazi Kanoze s existing implementing partners as well as new local partners in five districts have enrolled 700 youth for the program. Major Achievements: Youth Workforce Development October 2009 June ,247 youth have participated in the Work Readiness Training 5,898 youth have pursued further education or training after Work Readiness Training 5,051 youth have gained jobs or involved in income generating activities 2,927 orphans and vulnerable children (OVCs) have been provided with education and/or vocational training 2,884 OVCs have received economic strengthening services To date, Akazi Kanoze has partnered with over 40 implementing partners 393 trainers have been trained to deliver the content of the Work Readiness Curriculum Year Book

147 Putting skills at the heart of economic success verbatim Akazi Kanoze Graduate Creates Employment Opportunities for Peers Faustin Ntamugabumwe looks poised and confident at the construction site of the new Nyamata Parish Catholic church, a building structure approximately 30 kilometers south of Kigali city. Faustin, a welder by trade, hires assistant workers to assist him produce metal doors and windows. As a contractor, Faustin attributes his success to the skills he acquired from the Akazi Kanoze program specifically, exploring entrepreneurship, a module that teaches participants about business start-up. A year ago, Faustin enrolled in the Akazi Kanoze program with implementing partner Cefotrar. As a student, the unemployed youth gained work-readiness skills and technical training in welding services. The fundamental lessons inspired Faustin to purchase welding equipment using a series of loans and open a small contracting business where he employs young people. Faustin currently manages eight workers, including two Akazi Kanoze graduates who were recruited as interns following the work-readiness training with Cefotrar. As an Akazi Kanoze graduate, I have hired other youth from the program because I know they can deliver good results, asserted Faustin. It s a benefit to recruit Akazi Kanoze youth for my business. On the worksite, the young workers have developed a real camaraderie among themselves; Faustin coaches his fellow graduates hands-on technical skills by assisting them to cut metal sheets, carve and bend irons, and operate different machines. Faustin, a man of great potential, is staying true to his Akazi Kanoze roots by providing work-readiness youth with the fundamental building blocks to succeed. Before Akazi Kanoze I had no skills; after the program I obtained the technical knowledge to increase my livelihood, Year Book

148 Workforce development authority Rhineland-Palatinate / Rwanda The Partnership between Rhineland- Palatinate and Rwanda dates back more than 30 years now. Its emphasis lies on the immediate interchange within the civil society of both countries. The state of Rhineland-Palatinate and the Republic of Rwanda lend their support to their citizens partnership. The Office of Coordination in Kigali represents Rhineland-Palatinate for the Partnership in Rwanda and supports the Rwandan project partners in the implementation of partnership projects. The basic idea of the Jumelage is direct interchange between individual citizens in Rhineland-Palatinate and Rwanda and their cooperation on a grass root partnership level. These activities are to be strengthened especially in rural areas. The Partnership will attempt to contribute the competence of Rhineland- Palatinate craftsmanship, of the medium-sized enterprise sector, and of the Rhineland-Palatinate Chambers of Industry and Crafts to develop training and education programs oriented towards Dual Training objectives. This will require some intermediate steps which will be characterized mostly by practically oriented modular training concepts. In March 2013, the Partnership Rhineland-Palatinate and the Workforce Development Authority (WDA) signed a Memorandum of Understanding (MoU), concerning the shared objective to coordinate and intensify the cooperation in vocational education. Attached to the MoU the Partnership and WDA chose 15 twinned Vocational Training Centers (VTCs) to focus the support on these ones first by launching projects in infrastructure, equipment, training of trainers etc. As a result the Coordination Office initiated the determining of a long-term strategy for the next 5 years of the chosen VTCs. This strategy, formulated by the Rwandan Partners and presented to WDA, will be used as a guide for the upcoming projects and aims to simplify the coordination of actions and involved parties in the section of vocational education. Equipment and Training of Trainers (ToT) in Solar-Energy at VTC Kibihekane, Nyabihu District in cooperation with WDA and the Chamber of Crafts Koblenz (Germany) Year Book

149 Putting skills at the heart of economic success Strategy discussions on site about the next steps in cooperation and developing future projects Construction of Infrastructure (Workshops, Classrooms) at VTC Mushongi and VTC Mwogo TVET Equipment and ToT (Automotive, Construction, Tailoring) Year Book

150 Workforce development authority Empowering people living with disabilities WDA collaborates with JICA through a Project on Skills training and Job Obtainment for Ex- Combatants and Other People with Disabilities (ECOPD). This project works under the Rwanda Demobilization and Reintegration Commission (RDRC), the National Council of Persons with Disabilities (NCPD), among other stakeholders. Trainees take courses in Tailoring, culinary art, Plumbing, Electricity, welding, carpentry, Automotive service and knitting customer care and the English language that enables them interact with different clients. I tried to work as an Electrician with no required skills but met challenges. I now have to confidence to join the labour market, said Shyirambere Ildephonse one of the beneficiaries of this project Year Book

151 Putting skills at the heart of economic success JICA/RDRC ECOPD Project ANNUAL REPORT FOR THE YEAR 2011 Project Name Domain of intervention Planned Activities/Year Realised activities Output/ Skills Training and Job Obtainment Supprot for Social Participation of Ex-Combantants and Other People with Disabilities, (ECOPD Project) Skills training, Employment and Accessibility for PWDs Skills training for 620 PWDs at 9 training centers Construction and rehabilitation of training centers in order to make bare-free dacilities for disabled trainees. Implementation of workshops and porovision of starter kits for disabled trainees as job obtainement support. Workshops/Seminars regarding skills training, employment and accessibility as awareness rasing activities Construction and rehabilitation of training centers for disabled trainees at 3 trainng centers. Implementation of workshops on cooperative & business, and porovision of starter kits at 9 training center as job obtainement support. 610 PWDs had completed the skills training at 9 training centers. (168 categorized disabled ex-combatants, 167 non-categorized disabled and 275 other people with disabilities.) Workshop on barrier-fre facilities was conducted for construction trainers of skills traing centers, KIST and related oranizations in disability affairs in collaboration with WDA, RHA and NCPD. Workshop on skills training for PWDs in collaboration with WDA and NCPD. Construction of accessible facilities like toilets and ranps at 3 trainng centers. In addition, 4 trainning centers rehablitated some parts by their initiatives with their own resources. 610 PWDs completed the skills training at 9 training centers and they received starter kits. 90% of the trained PWDs is satisfied with skills training course In the end of skills training, 163 groups have been created by ECOPD trainees in order to do cooperative activities with acquired skills. 94% of trained PWDs participate in the above-mentiond groups in the end of skills training. 93% of trained PWDs is satisfied with the employment support service by the Project at the time of 6 months after the graduation. 92% of the trained PWDs who generate income with the skills acquired by the training during 6 months after the graduation. 91% of trained PWDs who utilize tool-kits during 6 months after the training. Used Budget 805,973 USD Year Book

152 Workforce development authority Area of intervention (Province, District, Sector) Partners that have implemented Group&No. Of Beneficiaries ANNUAL REPORT FOR THE YEAR 2012 Project Name Domain of intervention Planned Activities/Year Realised activities The target areas are all provinces. Skills training center are located at Kigali, Gicumbi, Gisenyi, Karongi, Huye and Nyanzaa. Main counterpart is RDRC and other partners are MINALOC, MINEDUC, WDA, NCPD, Disabled Persons Organizations and so on. 610 PWDs completed the skills training and got job obtainment support including people with physical, visual, hearing and psycosocial impairments. Skills Training and Job Obtainment Supprot for Social Participation of Ex-Combantants and Other People with Disabilities, (ECOPD Project) Skills training, Employment and Accessibility for PWDs Skills training for 650 PWDs at 9 training centers Construction and rehabilitation of training centers in order to make bare-free dacilities for disabled trainees. Implementation of workshops and porovision of starter kits for disabled trainees as job obtainement support. Workshops/Seminars regarding skills training, employment and accessibility as awareness rasing activities Construction of accessible toilet for disabled trainees at 1 trainng center. (3 centers had been rehabilitated in 2011.) 636 PWDs had completed the skills training at 10 training centers. (111 categorized disabled ex-combatants, 131 non-categorized disabled and 394 other people with disabilities.) Implementation of workshops on cooperative & business, and porovision of starter kits at 10 training center as job obtainement support. Workshop on barrier-fre facilities was conducted for District Infrastructure Officers and skills traing centers in collaboration with NCPD and RHA. Diabilty Empoloyment Award was conducted in collaboration with NCPD and MIFOTRA. District Disability Officers and NCPD District Coordinators were invited. Implementatoin of TOT of Disability Equality Training (DET). 15 DETs were implemented for NCPD, disabled ex-comtants, DPOs, skills training centers and JICA Rwanda Year Book

153 Putting skills at the heart of economic success Output/ Used Budget Area of intervention (Province, District, Sector) Partners that have implemented Group&No. Of Beneficiaries Construction of accessible toilet at 1 trainng center. 3 centers rehabilitated their facilties by own resources. 636 PWDs completed the skills training at 10 training centers and they received starter kits. 97% of the trained PWDs is satisfied with skills training course. In the end of skills training, 196 groups have been created by ECOPD trainees in order to do cooperative activities with acquired skills. 91% of trained PWDs participate in the above-mentiond groups in the end of skills training. 95% of trained PWDs is satisfied with the employment support service by the Project at the time of 6 months after the graduation. 90% of the trained PWDs who generate income with the skills acquired by the training during 6 months after the graduation. 87% of trained PWDs who utilize tool-kits during 6 months after the training. Brouchers/materials on barrier-free facilities and DET had been made and disseminated. 15 trainers of DET had been trained and DET Forum Rwanda was created. 312 persons have understood about social model and made action plans through the DET. 952,629 USD The target areas are all provinces. Skills training center are located at Kigali, Gicumbi, Musanze, Karongi, Huye, Nyanza and Kayonza. Main counterpart is RDRC and other partners are MINALOC, MINEDUC, WDA, NCPD, Disabled Persons Organizations and so on. 636 PWDs completed the skills training and got job obtainment support including people with physical, visual, hearing and psycosocial impairments. ACTION PLAN FOR THE YEAR 2013 Project Name Domain of intervention Skills Training and Job Obtainment Supprot for Social Participation of Ex-Combantants and Other People with Disabilities, (ECOPD Project) Skills training, Employment and Accessibility Planned Activities/Year Skills training for about 300 PWDs at 5 training centers Implementation of workshop and porovision of starter kits for trained PWDs Workshops/Seminars regarding skills training, employment and accessibility with a JICA short-term expert To document the Project experience and lessons learned for sharing experience with relevant stakeholders Year Book

154 Workforce development authority Indicators Planned Budget Area of intervention (Province, District, Sector) Implementing Partners Group&No. Of Beneficiaries 300 PWDs participated in the training at 5 training centers. (17 categorized disabled ex-combatants, 54 non-categorized disabled and 229 other people with disabilities.) 70% of the trained PWDs who generate income with the skills acquired by the training during 6 months after the graduation. 95% of the trained PWDs is satisfied with skills training course 85% of trained PWDs participate in cooperatives and associations. 85% of trained PWDs who utilize tool-kits during 6 months after the training. 70% of trained PWDs is satisfied with the employment support service by the Project at the time of 6 months after the graduation. *Avove-mentioned indicaters shall be gained by baseline survey and follow-up survey with questionnares. 655,953 USD (Total budget of project in 3 years is 2,414,555 USD) The target areas are all provinces. Skills training center are located at Musanze, Gisenyi, Karongi, Huye and Nyanza. Main counterpart is RDRC and other partners are MINALOC, MINEDUC, WDA, NCPD, Disabled Persons Organizations and so on. 300 PWDs get the opportunity of skills training and job obtaiment support in 2013 including people with physical, visual, hearing and psyco-social impairments. (1,500 PWDs for skills training and job obtaiment support from 2011 to 2013 in 3 years.) Screening persons living with disabilities for TVET training in Karongi Year Book

155 Putting skills at the heart of economic success Year Book

156 Chapter 8

157 WDA finances

158 Workforce development authority WDA finances SYNOPSIS OF WDA BUDGET FROM 2009 TO 2014 WDA budget is categorized into four main categories: Recurrent wages Recurrent non-wages Domestic Development External Development Recurrent Wages This category comprises the salary packages of employees like basic salary, transport and housing allowances and any other benefit allowable to the Government employees. The table below indicates the recurrent evolution recurrent wages. REVISED BUDGET 2009/2010 REVISED BUDGET 2010/2011 REVISED BUDGET 2011/2012 REVISED BUDGET 2012/2013 BUDGET 2013/2014 1,411,633,255 2,841,890,479 2,643,214,655 3,562,065,934 6,833,173,866 Recurrent Non Wages This category contains the budget to cater for operation or daily activities of WDA and affiliates institutions (IPRC Kigali, IPRC North, IPRC South, IPRC West, IPRC East and GIP) REVISED BUDGET 2009/2010 REVISED BUDGET 2010/2011 REVISED BUDGET 2011/2012 REVISED BUDGET 2012/2013 BUDGET 2013/ ,603, ,280,440 3,792,620,215 3,743,482,848 8,106,354,500 Domestic Development This category comprises the budget that is designed for capital expenditure that require a huge amount of money like construction of classes, purchase of training equipment etc. this fund is mobilized by the Government of Rwanda through MINECOFIN. REVISED BUDGET 2009/2010 REVISED BUDGET 2010/2011 REVISED BUDGET 2011/2012 REVISED BUDGET 2012/2013 BUDGET 2013/2014 3,154,593,183 3,740,105,873 3,186,649,706 3,275,401,299 16,718,067,034 External Development Budget This category has the same purpose with Domestic Budget, the only difference if the source of funds. The source of the external development budget can be either loan or grant from external development partners Year Book

159 from the press

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161 thanks to you you helped write another chapter. thank you for giving rwandans a meaning beyond life. As we work and strive at full lengths to provide a strategic response to the skills development challenges facing Rwanda across all sectors of the economy, our donors have always been right there with us. Making our success possible with their support. To all of our partners, we extend our heartfelt appreciation. Thank you for sustaining and enhancing our work. For building brighter futures. For improving lives.

162 to our esteemed partners We can t do it without you. thank you for giving rwandans a meaning beyond life.

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165 OUR PARTNERS HELP US provide sustainable technical skills. The Board of Governance and Management of Workforce Development Authority gratefully acknowledges the following partners for their outstanding contributions. Through their generous support, we are able to transform and improve the quality of Rwandan lives.

166 Workforce development authority notes Year Book

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168 Putting skills at the heart of economic success Workforce development authority P. O. Box 2707 Kigali - Rwanda Tel (+250) ; [email protected]