Improving Youth Livelihood through Institutional Support

Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio Improving Youth Livelihood through Institutional Support Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio

Chicken Run Camera Angles

Run has many uses of camera angles. Camera angles can be used in many different ways, (low, high or mid angles), especially in Chicken Run. In Chicken Run camera angles are used to give the viewer a sense of what is going on and influence the viewer on how a character is regarded e. g. if the camera angle is gazing directly upwards towards a character this would usually indicate that the character in question has a lot of power or they are in charge.Camera angles can be used to show effects such as panic and calm on characters epending on what is taking place around them. A great example of this effect takes place as Ginger and the other chickens are being chased through the chicken yard by guard dogs. The camera angle in this scene flickers backwards and forwards constantly, keeping in tempo with what is taking place at present throughout the chase. As the chase comes to a climax Mrs Tweedy appears in front of Ginger and the camera angle changes to a low angled shot and stays fixed, this proves that all is calm again and The very first shot is of the moon.This instantly implies the genre and sets the tone f the film: the shot is very typical of the horror movie genre of films from the 20th century (which is also when the film is set). 3. The first shot pans down across to where Mr Tweedy and his two dogs are walking. The view of the fence surrounding the farm closely resembles the prisoner-of-war films which inspired the film itself. There is almost no sound and the music is quiet and mysterious to effect. He has dogs with him, most likely for protection, with fierce expressions, showing the mood of the scene. 4. Match-on-action shot of Mr Tweedys hand checking the lock on the gate.This suggests that he does not want anything or anyone getting in or out, and that he may be hiding something. Cut to an extreme low-angle close-up of his feet walking away. We never see his face in the first part of this sequence. This creates a sense of mystery as to who he is. It could mean that he is the main antagonist of the film because of this. 5. A fgure emerges and tries not to be noticed. This further suggests the first character we see (Mr Tweedy) is the antagonist since a character wants to hide from him, but we still don't fully understand why the fgure is hiding rom him.There is mystery surrounding the fgure as well as we cannot see (yet) who it is. Foot emerges before the rest of the body, suggests the figure is nervous of showing him/herself. 6. The water tower in the background connotes a guard tower in a typical prisoner-of-war film, so again there is reference to films such as ‘The Great Escape' which the film closely parodies, and also that there is a greater force on Mr Tweedys side. 7. The shadow (Ginger) makes a run for it, again trying not to be caught. The way the dog hears Ginger first suggests the danger is nearer; she is about o be caught. . Ginger is nearly caught; an example of a false alarm' where we believe the character has been caught but hasn't. 9. Match-on-action shot shows her frustration as she digs. Shot of the spoon being thrown back onto the floor; she is forced to leave everything but herself behind. 10. We are misled to believe she is sately across and all the danger is over, but in the next snot more chickens arrive. These two shots echo the previous shots of Ginger running across, so the risk of danger is repeated. 12.Cutting between the two actions of the chickens trying to scape and the dogs running towards them; again this shows frustrationand pressure for the chickens and a sense of danger. The sound and music both add to this effect by suddenly increasing dramatically, rising as the dogs near. 13. The sound and music have now increased to their full volume as Ginger turns to run. We finally see the face of the character we saw at the beginning, albeit for two brief seconds. The camera zooms in sharply on his triumphant expression. 14.Short, sharp cuts between shots, as well as the camera following the dogs, creates a feel of speed and shows the impact of the chase. Ginger stops and turns back in this shot; she has nowhere to turn. 15. Shot-reverse-shot between Ginger and the dogs is used to show she is trapped. The camera also backs away with Ginger; there is a slow zoom out on this shot of the dogs closing in. 16. The dog eating the gnome head (that Ginger tries to force them away with) shows her helplessness and what is destined for her. We don't see the impact of the head being eaten, implying violence. 17. Close-up shot of her head, slowly panning in.The attention is on her terrified expression, as the camera zooming in slowly shows how her ‘doom' is coming nearer nd nearer. 18. Both Ginger and the dogs turn at the light from behind her. The lighting has changed and is like a light from heaven' as if Ginger is being called or summoned, as if everything has already happened. The music has also stopped suddenly. 19. Cutting back to the curious faces o f the chickens. There is no music and very quiet sound; everyone has stopped to look, creating suspense of what they are looking at. 20. The camera pans up revealing the true main antagonist, with a short piece of dramatic music for this shot.

Sound And Music By Wilfred Owen - 1037 Words

In the scientific world, sound has been used for many purposes. One of them is to find the depth of the sea using sound waves. Similarly, in the world of literature, sound or music is used to convey the deeper meaning of the writing. It takes the reader to a different level of understanding, which brings out the reality behind the words. Sound plays an important role in one’s life, and so it does in literature. Without sound or music, the literature cannot be properly expressed because it is lacking one of the five senses, that is, the sense of hearing. The poets used sound to enhance their poem and thus giving it a new meaning. In the early twentieth century, people who were in the war would describe their experiences during the war through poems and literature. Through the different styles of literature, veterans of war would communicate their thoughts and ideas to the world. Wilfred Owen, a famous World War One poet, wrote poems about people who would send young men to war. His â€Å"Anthem for Doomed Youth† has an incredible way of describing the sound. He describes objects in such a realistic way that the reader feels transported into the battlefield in the midst of war. With the use of illustrative words, the reader gets connected to the poem. The repetition in â€Å"Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle† (1-2) describes the horrifying way in which the soldiers were cremated in the great war. In addition to this, the alliteration inShow MoreRelatedWilfred Owen Poetry799 Words   |  3 PagesPoetry is a form of writing that can be used to co nvey very strong emotions and ideas to the reader, this can be seen in the works of famous poet Wilfred Owen, Owen is the most well-known English trench warfare poet who fought in World War I. His military career began in 1915, when he enlisted himself in the Artists Rifle group and soon became a second lieutenant, like many young men he was ready to fight and die for his country. In 1917 he was wounded in battle and was diagnosed with shell shock;Read MoreAnalysis Of Wilfred Owen s Poem Dulce Et Decorum Est1692 Words   |  7 PagesProtest and Resistance poetry. The protest poem ‘Dulce et Decorum Est’, written by Wilfred Owen, challenges the dominant World War One ideologies of militarism and nationalism. You will find that this poem is a great example as it defies the dominant values and beliefs of war in Britain. Wilfred Owen Let’s discuss the poet. Wilfred Owen was one of the leading voices of the first world war. In January 1917, Owen was deployed but he was innocent to the realism of war. In April, he sustained shell-shockRead MoreDifferent Roles of Irony in Fussell Essay988 Words   |  4 Pagescare allows Sassoon to radiate his own feelings of helplessness. Irony provides dramatization in Wilfred Owens writing. Vivid descriptiveness is a key by-product of this dramatization. In Insensibility Owen defines the use of irony often with one line: Happy are men who yet before they are killed Can let their veins run cold (Norton 164). As for the descriptiveness used by Owen he uses it best in Anthem for Doomed Youth: #8230;Nor any voice of mourning save the choirs,- TheRead MoreThe Old Lie Essay1062 Words   |  5 Pageshis poem â€Å"Dulce et Decorum Est†, Wilfred Owen says this picture is not the reality of war. Though many people say that â€Å"dulce et decorum est pro patria mori† – sweet and fitting it is to die for one’s country –the poet says that dying in war is not grand or graceful; it is clumsy and common and nothing to aspire to. In this poem, the poet says that dying in war (and war in general) is not â€Å"dulce† or â€Å"decorum† at all, but bitter and wrong. Wilfred Owen writes that this statement, thatRead More Dulce et Decorum est, by Wilfred Owen. Essay1204 Words   |  5 Pagesest, by Wilfred Owen. The First World War was an event that brought to many people, pain, sorrow and bitterness. Accounts of the war shows that no other war challenged existing conventions, morals and ideals in the same way as did World War. Many people touched by the terrror of the war have written pieces of literature about the massacre that was World War 1, wishing people to understand the horror and tragedy that befell those involved. Dulce et Decorum est, by Wilfred Owen, is one suchRead MoreThe Portrayal of Themes of Death in Dylan Thomas’ and Wilfred Owen’s poems, â€Å"Do Not Go Gentle into that Good Night† and â€Å"Disabled†701 Words   |  3 PagesBoth Dylan Thomas’ and Wilfred Owen’s poems, â€Å"Do Not Go Gentle into that Good Night† and â€Å"Disabled† vividly convey the theme of death. In this essay, I will show how both poets use language, similes, and repetition to portray the theme of death and by contrast, show how valuable life is. ‘’Do not go gentle in to that good night’’ was written by Dylan Thomas when his father’s health was failing, and it is about how he pleads his father to fight for life and not slip away into death. This themeRead MoreModern Poetry978 Words   |  4 Pagesthe use of imagism and the use of disillusionment. In Wilfred Owen’s â€Å"Anthem for Doomed Youth†, he uses those characteristics of poetry together to create a modern poem that speaks to the heart of its readers, whether they have experienced what the poem is about, or not. The poem is about a man’s son who has died in the war, so the only way the son will ever come home again is when his body is shipped to his family for a memorial service. Owen himself fought in World War I so what he expresses throughRead MoreDulce et Decorum Est, by Wilfred Owen and the poem To Lucasta, on Going to the Wars, by Richard Lovelace,1121 Words   |  5 PagesThe two poems, â€Å"To Lucasta, going to the Wars† by Richard Lovelace and â€Å"Dulce et Decorum Est† by Wilfred Owen are both devoted to the subject of war. Lovelace’s poem was written in the 17th century and as well as almost all the poetry of the period has romantic diction. The war is shown as something truly worthwhile, glossed and honorable for a man. The protagonist is leaving his beloved for the battlefield and his tone is pathetic and solemn. He calls the war his new mistress and asks his belovedRead MoreWar I And Sick Of War1846 Words   |  8 Pagesheard the shrieks and gro ans of the wounded who cry aloud for blood, for vengeance, for desolation. War is hell.† This statement is self-explanatory; the nature of war is reckless. Yes, when experiencing war, some soldiers may come across gratifying sounds of larks, song-birds, which remind them of ebullient moments. Nevertheless, is brutally fighting really worth that? Roughly ten million soldiers lost their lives in World War I, along with seven million civilians; also, many soldiers experiencedRead MoreCompare and Contrast the Way Rupert Brooke and Wilfred Owen Approach the Subject of War2244 Words   |  9 Pagesemotionally charged poems. The horror of war and the spiritual degradation it inflicts is evident in the work of the World War I poets. Wilfred Owen (1893-1918) and Siegfried Sassoon (1886-1967) were both soldiers and poets. Their poems reflect the loss of innocence and the horrible mental and physical toll World War I inflicted on the world. †¨Both Sassoon and Owen wrote war poetry to inform people of the realities of war. Sassoons efforts to publicly decry the war were stunted when the military

Essay about Gender Roles in Society - 1580 Words

Gender Roles in Society Since the beginning of time men have played the dominant role in nearly every culture around the world. If the men were not dominant, then the women and men in the culture were equal. Never has a culture been found where women have dominated. In â€Å"Society and Sex Roles† by Ernestine Friedl, Friedl supports the previous statement and suggests that â€Å"although the degree of masculine authority may vary from one group to the next, males always have more power† (261). Friedl discusses a variety of diverse conditions that determine different degrees of male dominance focusing mainly on the distribution of resources. In The Forest People by Colin Turnbull, Turnbull describes the culture of the BaMbuti while†¦show more content†¦Turnbull states that â€Å"for the net hunters it is impossible to hunt alone. Men, women and children all have to co-operate if the hunt is to be successful† (97). Therefore the BaMbuti do operate somewhat on an egalitarian basi s yet the distribution of protein from the male hunters gives them a certain amount of power since the meat is the people’s primary source of food. Friedl expresses how the opinions of hunters in a culture play an important part in many decisions made in within the group. For example, the male hunters of the BaMbuti always make the decision of moving the camp to a different location although the women may give their opinion. In reference to a decision to return to the forest Turnbull states that â€Å"Njobo, the great elephant hunter, had the final say† (50). Friedl also states that although there is a â€Å"pattern of some degree of male dominance among foragers, most of these societies are egalitarian† since â€Å"foragers, as a rule, do not like to give or take orders, and assume leadership only with reluctance† (267-268). This is shown in The Forest People when Turnbull states that â€Å"Pygmies dislike and avoid personal authority† and that â €Å"everything settles itself with apparent lack of organization. Co-operation is the key to Pygmy society; you can expect it and you can demand it, and you have to give it† (124-125). TheShow MoreRelatedGender Roles in Society1047 Words   |  4 PagesBroadly conceptualized, gender roles are what our society expects and values in their community. They shape our behavior and values, thoughts and feelings, even going so far as to denote a person’s worth. Gender roles are present in everyday situations. In the past they strictly dictated the behavior of people in the community (the right to vote, occupations women were allowed to work in), though in the recent past have become more subtle and more successfully challenged. In some instances they areRead MoreGender Roles and Society 1021 Words   |  5 PagesChanging Gender Roles in Our Society: Women’s Education and Employment Education and employment go hand in hand now a day in order to become financially successful in life. These are two unmistakably major parts of society today. In order to become successful a good job is needed, and in order to get the job a good education is needed as well. But women especially need to emphasize more in these two subjects than men; due to past gender discrimination which brought on Equal Employment OpportunityRead MoreGender Roles And The Society1924 Words   |  8 PagesGender Roles and Inequity are important because we live in a society that is very judgmental. Many women have struggled with the chance to have equal opportunities as men before I was even thought about coming into this world. Many families remain together because of the work the woman puts in. However the woman never gets the acknowledgement they deserve for their commitment. The effort and devotion of the woman has always been unshakable in all cultures. However, the honor and accountabil ity womenRead MoreGender Roles And The Society1924 Words   |  8 PagesGender Roles and Inequity are important because we live in a society that is very judgmental. Many women have struggled with the chance to have equal opportunities as men before I was even thought about coming into this world. Many families remain together because of the work the woman puts in. However the woman never gets the acknowledgement they deserve for their commitment. The effort and devotion of the woman has always been unshakable in all cultures. However, the honor and accountability womenRead MoreThe Evolution of Gender Roles and its Role in Society1505 Words   |  7 Pagesof gender roles in society, stereotypes generally come to mind. Throughout history these stereotypes have only proven to be true. Major historical events have had a huge impact on the way men and women are seen and treated. In this way, women have always been secondary to males and seen as the fragile counterparts whose job is t o take care of the household and most importantly, be loyal to her husband no matter the circumstance. Gender roles throughout history have greatly influenced society. TheRead MoreGender Roles In Modern Society728 Words   |  3 PagesGender is an integral part of social practices of human interaction. It influences on all aspects of a persons life such as self-assertion and self-development, family, work, school, etc. Through the gender lens a person perceives any kind of information and passes it to the surrounding world by using a gender display. The process of gender socialization and the content of gender stereotypes has great importance not only for the life of an individual, but also for the progressive development ofRead MoreGender Roles Of Society And The Bible Essay1691 Words   |  7 PagesGender Roles in Society and the Bible Upon losing the election to become the 45th president of the United States, Hillary Clinton gave a concession speech and told â€Å"all the little girls who are watching this...never doubt that you are valuable and powerful and deserving of every chance and opportunity in the world to pursue and to achieve your own dreams† (Clinton). While Candidate Hillary Clinton said these girls are â€Å"deserving of every chance,† our society may prove otherwise. Although women todayRead MoreGender Roles And Its Effects On Society1405 Words   |  6 PagesGender Roles In Todays Society Are Due To Nurture Society today places many ideals when it comes to proper behaviours regarding gender roles. These are considered societal norms that are widely debated and controversial. Society has created a norm, which encompasses specific expectations and rules that change the daily lives of men and women, giving them specific tasks and behaviours to abide by. These standards are known as gender roles, which are defined as distinguishing actions, thoughts, andRead MoreGender Roles And Its Effect On Society1278 Words   |  6 PagesFrom the moment we are born we are put into one of two categories, boy or girl. We are never asked or considered to be anything but. No in between, no blurred lines. And because of the society we created, we attach extensive stereotypes to each of those genders. This is simply known as gender roles, or more specifically; â€Å"a set of societal norms dictating what types of behaviors are generally considered acceptable, appropriate, or desirable for a person based on their actual or perceived sex†. ThisRead MoreEssay on Gender Roles in Society1178 Words   |  5 PagesGender Roles in Society Gender role is a commonly discussed subject in society. Gender role simply defined is a persons inner sense of how a male or female should feel and behave. Society and culture are also very important in relation to this subject. This means different societies and cultures may produce children and later, grown men and women, who have quite different views of a man or a womans place in the world around them, often determined by their cultures gender stereotypes. These