The Morality of Using College Essay Consultants

The Morality of Using College Essay Consultants I’m inspired today to address a sticky topic:   the moral issues around getting help with your personal statement/essays for college or MBA admissions. Let me start by saying that The Essay Experts college essay consultants and MBA admissions consultants do NOT write essays for college and business school applicants.   When I get calls requesting that service (and I do get those calls), I have no problem turning down the business. What Do We Do? What do we do at The Essay Expert?   We coach.   We explore ideas.   We help applicants see what is unique about them and their life experiences.   We draw connections.   We suggest directions to take, layers to add, and ways to best impress an admissions committee.   Sure, we also might suggest a few grammatical or organizational corrections.   But in the end, the essay is ALWAYS the client’s essay, NOT ours. Still, there are people who are troubled by the concept of what we do.   Here’s a comment I received after posting a request for a college essay coach: â€Å"†¦ I find this topic/profession very troublesome. Its a slippery slope from coaching a young person about choosing a topic and format and helping them focus to, in effect, writing it for them or do such extensive edits that its no longer the students PERSONAL essay. Yes, Im sure there are essay consultants that put on the brakes, and this one could be one of them, but a position description that is so blatant about the role (take a drab college application essay and turn it into gold!) †¦ gives me pause. Im not naive far from it but of all the pieces in the college application package subject to help, the essay should be the most sacrosanct.† The concerns expressed here are my concerns as well, and my promise is that The Essay Expert does not go down that slippery slope.   Yes, I promise to turn the drab into gold, but by asking key questions of the applicant – not by writing the essay. The NYT and The WSJ Chime In Not long after receiving the above comment, I also came across a New York Times article, Crafting an Application Essay That ‘Pops’, which related the results of a conference attended by nearly 5,000 admissions officers and counselors.   The group, which included professors, admissions officers, and other college administrators, offered nine pieces of practical advice for writing personal statements.   I was happy, and frankly relieved, to see â€Å"Have an editor. All panelists advised having a close, trusted editor and an objective, outside reader.† Soon after, an article came out in The Wall Street Journal with a similar message to M.B.A. applicants:   In Looking for an Edge:   MBA applicants are turning to pricey consultants to help them navigate the daunting admissions process , The WSJ reports that 20% of admitted students say they used an M.B.A. admissions advisor in the application process.   Furthermore, the article relates, â€Å"As the consulting industry has grown, some business schools have become more accepting of it.† In fact, the managing director of M.B.A. admissions and financial aid at Harvard Business School uses admissions consultants as a resource â€Å"to ‘get some field intelligence’ about how prospective students view the school and its admissions process.† The Difference We Make It is unquestionable that having a talented editor can give applicants an edge.   And not everyone has a family member, guidance counselor or close friend who can serve as an editor or consultant.   That’s where The Essay Expert comes in.   Indeed, what we offer that a friend or relative cannot, is an objective eye and the perspective of someone who has read dozens, if not hundreds, of essays.   We will make sure your essay does not sound like anyone else’s. It is especially difficult to find a reliable advisor for M.B.A. admissions, where very specialized knowledge of business schools and their admissions processes is key to choosing the right essay focus and application strategy. In fact, one of our recent clients had enrolled several business school graduate friends to review his essays, yet still required ten hours of our consultant’s time to retool just two of his essay sets. Lingering Questions I understand there is still an issue present.   What about people who don’t know someone who can help, and who also can’t afford to hire someone? I am concerned about that point myself, and do provide assistance to a limited number of clients for a reduced fee or some type of trade.   I don’t believe I have been contacted by anyone thus far whom I turned away solely due to lack of ability to pay. I’m curious to hear your thoughts on this topic. Admissions officers seem to have accepted that many applicants use paid consultants to assist them with the admissions process. Does this fact allay any of the concerns you might have had? I believe The Essay Expert provides an extremely valuable service and that we do not cross the ethical line that would have students presenting an essay that is not theirs. And we do help students transform pedantic or blah essays into stories that capture the hearts and minds of the admissions committee.

Biography of Douglas MacArthur, 5-Star American General

Biography of Douglas MacArthur, 5-Star American General Douglas MacArthur (January 26, 1880–April 5, 1964) was a soldier in World War I, the senior commander in the Pacific theater during World War II, and the Commander-in-Chief of the United Nations Command during the Korean War. He retired as a highly-decorated five-star general, although fairly ignominiously relieved of his duty by President Harry S. Truman on April 11, 1951. Fast Facts: Douglas MacArthur Known For: American 5-Star General, United States military leader in World War II and Korean WarBorn: January 26, 1880 in Little Rock, ArkansasParents: Captain Arthur MacArthur, Jr. and Mary Pinkney HardyDied: April 5, 1964 at Walter Reed National Military Medical Center, Bethesda, MarylandEducation: West Texas Military Academy, West Point.Published Works: Reminiscences, Duty, Honor, CountryAwards and Honors: Medal of Honor, Silver Star, Bronze Star, Distinguished Service Cross, many othersSpouse(s): Louise Cromwell Brooks (1922–1929); Jean Faircloth (1937–1962)Children: Arthur MacArthur IVNotable Quote: Old soldiers never die, they just fade away. Early Life The youngest of three sons, Douglas MacArthur was born at Little Rock, Arkansas, on January 26, 1880. His parents were then-Captain Arthur MacArthur, Jr. (who had served in the Civil War on the Union side) and his wife Mary Pinkney Hardy. Douglas spent much of his early life moving around the American West as his fathers postings changed. Learning to ride and shoot at an early age, MacArthur received his early education at the Force Public School in Washington, D.C. and later at the West Texas Military Academy. Eager to follow in his father into the military, MacArthur began seeking an appointment to West Point. After two attempts by his father and grandfather to secure a presidential appointment failed, he passed an appointment examine offered by Representative Theobald Otjen. West Point Entering West Point in 1899, MacArthur and Ulysses Grant III became the subjects of intense hazing as the sons of high-ranking officers and for the fact that their mothers were lodging at the nearby Cranys Hotel. Though called before a Congressional committee on hazing, MacArthur downplayed his own experiences rather than implicate other cadets. The hearing resulted in Congress banning hazing of any sort in 1901. An outstanding student, he held several leadership positions within the Corps of Cadets including First Captain in his final year at the academy. Graduating in 1903, MacArthur ranked first in his 93-man class. Upon leaving West Point, he was commissioned as a second lieutenant and assigned to the U.S. Army Corps of Engineers. Early Career Ordered to the Philippines, MacArthur supervised several construction projects in the islands. After brief service as Chief Engineer for the Division of the Pacific in 1905, he accompanied his father, now a major general, on a tour of the Far East and India. Attending the Engineer School in 1906, he moved through several domestic engineering posts before being promoted to captain in 1911. Following the sudden death of his father in 1912, MacArthur requested a transfer to Washington, D.C. to aid in caring for his ailing mother. This was granted and he was posted to the Office of the Chief of Staff. In early 1914, following heightened tensions with Mexico, President Woodrow Wilson directed U.S. forces to occupy Veracruz. Dispatched south as part of a headquarters staff, MacArthur arrived on May 1. Finding that an advance from the city would require the use of a railroad, he set out with a small party to locate locomotives. Finding several in Alvarado, MacArthur and his men were forced to fight their way back to the American lines. Successfully delivering the locomotives, his name was put forward by Chief of Staff Major General Leonard Wood for the Medal of Honor. Though the commander in Veracruz, Brigadier General Frederick Funston, recommended the award, the board tasked with making the determination declined to issue the medal citing that the operation had occurred without the knowledge of the commanding general. They also cited concerns that making the award would encourage staff officers in the future to conduct operations without alerting their superiors. World War I Returning to Washington, MacArthur received a promotion to major on December 11, 1915, and the following year was assigned to the Office of Information. With the U.S. entry into World War I in April 1917, MacArthur helped form the 42nd Rainbow Division from existing National Guard units. Intended to build morale, the units of the 42nd were intentionally drawn from as many states as possible. In discussing the concept, MacArthur commented that the membership in the division will stretch over the whole country like a rainbow. With the formation of the 42nd Division, MacArthur was promoted to colonel and made its chief of staff. Sailing for France with the division in October 1917, he earned his first Silver Star when he accompanied a French trench raid the following February. On March 9, MacArthur joined a trench raid conducted by the 42nd. Moving forward with the 168th Infantry Regiment, his leadership earned him a Distinguished Service Cross. On June 26, 1918, MacArthur was promoted to brigadier general becoming the youngest general in the American Expeditionary Force. During the Second Battle of the Marne that July and August, he earned three more Silver Stars and was given command of the 84th Infantry Brigade. Taking part in the Battle of Saint-Mihiel in September, MacArthur was awarded two additional Silver Stars for his leadership during the battle and subsequent operations. Shifted north, the 42nd Division joined the Meuse-Argonne Offensive in mid-October. Attacking near Chà ¢tillon, MacArthur was wounded while scouting a gap in the German barbed wire. Though again nominated for the Medal of Honor for his part in the action, he was denied a second time and instead awarded a second Distinguished Service Cross. Quickly recovering, MacArthur led his brigade through the final campaigns of the war. After briefly commanding the 42nd Division, he saw occupation duty in the Rhineland before returning to the United States in April 1919. West Point While the majority of U.S. Army officers were returned to their peacetime ranks, MacArthur was able to retain his wartime rank of brigadier general by accepting an appointment as Superintendent of West Point. Directed to reform the schools aging academic program, he took over in June 1919. Remaining in the position until 1922, he made great strides in modernizing the academic course, reducing hazing, formalizing the honor code, and increasing the athletic program. Though many of his changes were resisted, they ultimately were accepted. Marriage and Family Douglas MacArthur married twice. His first wife was Henriette Louise Cromwell Brooks, a divorcee and flapper who liked gin, jazz, and the stock market, none of which suited MacArthur. They were married on February 14, 1922, separated in 1925, and divorced on June 18, 1929. He met Jean Marie Faircloth in 1935, and despite that Douglas was 19 years older than she was, they married on April 30, 1937. They had one son, Arthur MacArthur IV, born in Manila in 1938. Peacetime Assignments Leaving the academy in October 1922, MacArthur took command of the Military District of Manila. During his time in the Philippines, he befriended several influential Filipinos, such as Manuel L. Quezon, and sought to reform the military establishment in the islands. On January 17, 1925, he was promoted to major general. After brief service in Atlanta, he moved north in 1925 to take command of III Corps Area with his headquarters at Baltimore, Maryland. While overseeing III Corps, he was compelled to serve on the court-martial of Brigadier General Billy Mitchell. The youngest on the panel, he claimed to have voted to acquit the aviation pioneer and called the requirement to serve one of the most distasteful orders I ever received. Chief of Staff After another two-year assignment in the Philippines, MacArthur returned to the United States in 1930 and briefly commanded IX Corps Area in San Francisco. Despite his relatively young age, his name was put forward for the position of Chief of Staff of the U.S. Army. Approved, he was sworn in that November. As the Great Depression worsened, MacArthur fought to prevent crippling cuts in the Armys manpower- although he was ultimately forced to close more than 50 bases. In addition to working to modernize and update the Armys war plans, he concluded the MacArthur-Pratt agreement with the Chief of Naval Operations, Admiral William V. Pratt, which helped define each services responsibilities in regard to aviation. One of the best-known generals in the U.S. Army, MacArthurs reputation suffered in 1932 when President Herbert Hoover ordered him to clear the Bonus Army from an encampment at Anacostia Flats. Veterans from World War I, the Bonus Army marchers were seeking early payment of their military bonuses. Against the advice of his aide, Major Dwight D. Eisenhower, MacArthur accompanied the troops as they drove off the marchers and burned their camp. Though political opposites, MacArthur had his term as Chief of Staff extended by the newly-elected President Franklin D. Roosevelt. Under MacArthurs leadership, the U.S. Army played a key role in overseeing the Civilian Conservation Corps. Back to the Philippines Completing his time as Chief of Staff in late 1935, MacArthur was invited by now-President of the Philippines Manuel Quezon to oversee the formation of the Philippine Army. Made a field marshal of the Commonwealth of the Philippines he remained in the U.S. Army as the Military Advisor to the Commonwealth Government of the Philippines. Arriving, MacArthur and Eisenhower were forced to essentially start from scratch while using cast off and obsolete American equipment. Relentlessly lobbying for more money and equipment, his calls were largely ignored in Washington. In 1937, MacArthur retired from the U.S. Army but remained in place as an advisor to Quezon. Two years later, Eisenhower returned to the United States and was replaced by Lieutenant Colonel Richard Sutherland as MacArthurs chief of staff. World War II Begins With tensions with Japan growing, Roosevelt recalled MacArthur to active duty as commander, U.S. Army Forces in the Far East in July 1941 and federalized the Philippine Army. In an attempt to bolster the Philippines defenses, additional troops and material were dispatched later that year. At 3:30 a.m. on December 8, MacArthur learned of the attack on Pearl Harbor. Around 12:30 p.m., much of MacArthurs air force was destroyed when the Japanese struck Clark and Iba Fields outside Manila. When the Japanese landed at Lingayen Gulf on December 21, MacArthurs forces attempted to slow their advance but to no avail. Implementing prewar plans, Allied forces withdrew from Manila and formed a defensive line on the Bataan Peninsula. As fighting raged on Bataan, MacArthur established his headquarters on the fortress island of Corregidor in Manila Bay. Directing the fighting from an underground tunnel on Corregidor, he was derisively nicknamed Dugout Doug. As the situation on Bataan deteriorated, MacArthur received orders from Roosevelt to leave the Philippines and escape to Australia. Initially refusing, he was convinced by Sutherland to go. Departing Corregidor on the night of March 12, 1942, MacArthur and his family traveled by PT boat and B-17 before reaching Darwin, Australia five days later. Traveling south, he famously broadcast to the people of the Philippines that I shall return. For his defense of the Philippines, Chief of Staff General George C. Marshall had MacArthur awarded the Medal of Honor. New Guinea Appointed Supreme Commander of Allied Forces in the Southwest Pacific Area on April 18, MacArthur established his headquarters first at Melbourne and then at Brisbane, Australia. Largely served by his staff from the Philippines, dubbed the Bataan Gang, MacArthur began planning operations against the Japanese on New Guinea. Initially commanding largely Australian forces, MacArthur oversaw successful operations at Milne Bay, Buna-Gona, and Wau in 1942 and early 1943. Following a victory at the Battle of the Bismarck Sea in March 1943, MacArthur planned a major offensive against the Japanese bases at Salamaua and Lae. This attack was to be part of Operation Cartwheel, an Allied strategy for isolating the Japanese base at Rabaul. Moving forward in April 1943, Allied forces captured both towns by mid-September. Later operations saw MacArthurs troops land at Hollandia and Aitape in April 1944. While fighting continued on New Guinea for the rest of the war, it became a secondary theater as MacArthur and SWPA shifted its attention to planning the invasion of the Philippines. Return to the Philippines Meeting with President Roosevelt and Admiral Chester W. Nimitz, Commander-in-Chief, Pacific Ocean Areas, in mid-1944, MacArthur outlined his ideas for liberating the Philippines. Operations in the Philippines commenced on October 20, 1944, when MacArthur oversaw Allied landings on the island of Leyte. Coming ashore, he announced, People of the Philippines: I have returned. While Admiral William Bull Halsey and Allied naval forces fought the Battle of Leyte Gulf (October 23-26), MacArthur found the campaign ashore slow going. Battling heavy monsoons, Allied troops fought on Leyte until the end of the year. In early December, MacArthur directed the invasion of Mindoro, which was quickly occupied by Allied forces. On December 18, 1944, MacArthur was promoted to General of the Army. This occurred one day before Nimitz was raised to Fleet Admiral, making MacArthur the senior commander in the Pacific. Pressing forward, he opened the invasion of Luzon on January 9, 1945, by landing elements of the Sixth Army at Lingayen Gulf. Driving southeast toward Manila, MacArthur supported the Sixth Army with landings by the Eighth Army to the south. Reaching the capital, the Battle for Manila began in early February and lasted until March 3. For his part in liberating Manila, MacArthur was awarded a third Distinguished Service Cross. Though fighting continued on Luzon, MacArthur began operations to liberate the southern Philippines in February. Between February and July, 52 landings took place as Eighth Army forces moved through the archipelago. To the southwest, MacArthur commenced a campaign in May that saw his Australian forces attack Japanese positions in Borneo. Occupation of Japan As planning commenced for the invasion of Japan, MacArthurs name was informally discussed as for the role of overall commander of the operation. This proved moot when Japan surrendered in August 1945 following the dropping of the atomic bombs and the Soviet Unions declaration of war. Following this action, MacArthur was appointed Supreme Commander of the Allied Powers (SCAP) in Japan on August 29 and charged with directing the occupation of the country. On September 2, 1945, MacArthur oversaw the signing of the instrument of surrender aboard USS Missouri in Tokyo Bay. Over the next four years, MacArthur and his staff worked to rebuild the country, reform its government, and implement large-scale business and land reforms. Handing over power to the new Japanese government in 1949, MacArthur remained in place in his military role. The Korean War On June 25, 1950, North Korea attacked South Korea beginning the Korean War. Immediately condemning the North Korean aggression, the new United Nations authorized a military force to be formed to aid South Korea. It also directed the U.S. government to select the forces commander-in-chief. Meeting, the Joint Chiefs of Staff unanimously chose to appoint MacArthur as Commander-in-Chief of the United Nations Command. Commanding from the Dai Ichi Life Insurance Building in Tokyo, he immediately began directing aid to South Korea and ordered Lieutenant General Walton Walkers Eighth Army to Korea. Pushed back by the North Koreans, the South Koreans and the lead elements of the Eighth Army were forced into a tight defensive position dubbed the Pusan Perimeter. As Walker was steadily reinforced, the crisis began to lessen and MacArthur began planning offensive operations against the North Koreans. With the bulk of the North Korean Army engaged around Pusan, MacArthur advocated for a daring amphibious strike on the peninsulas west coast at Inchon. This, he argued, would catch the enemy off guard, while landing UN troops close to the capital at Seoul and placing them in a position to cut the North Koreans supply lines. Many were initially skeptical of MacArthurs plan as Inchons harbor possessed a narrow approach channel, strong current, and wildly fluctuating tides. Moving forward on September 15, the landings at Inchon were a great success. Driving toward Seoul, UN troops captured the city on September 25. The landings, in conjunction with an offensive by Walker, sent the North Koreans reeling back over the 38th Parallel. As UN forces entered into North Korea, the Peoples Republic of China issued a warning that it would enter the war if MacArthurs troops reached the Yalu River. Meeting with President Harry S. Truman on Wake Island in October, MacArthur dismissed the Chinese threat and stated he hoped to have U.S. forces home by Christmas. In late October, Chinese forces flooded across the border and began driving UN troops south. Unable to halt the Chinese, UN troops were not able to stabilize the front until they had retreated south of Seoul. With his reputation tarnished, MacArthur directed a counter-offensive in early 1951 which saw Seoul liberated in March and UN troops again cross the 38th Parallel. Having publicly clashed with Truman over war policy earlier, MacArthur demanded that China admit defeat on March 24, preempting a White House ceasefire proposal. This was followed on April 5 by Representative Joseph Martin, Jr. revealing a letter from MacArthur that was highly critical of Trumans limited war approach to Korea. Meeting with his advisors, Truman relieved MacArthur on April 11 and replaced him with General Matthew Ridgway. Death and Legacy MacArthurs firing was met with a firestorm of controversy in the United States. Returning home, he was hailed as a hero and given ticker tape parades in San Francisco and New York. Between these events, he addressed Congress on April 19 and famously stated that old soldiers never die; they just fade away. Though a favorite for the 1952 Republican presidential nomination, MacArthur had no political aspirations. His popularity also fell slightly when a Congressional investigation backed Truman for firing him making him less a less attractive candidate. Retiring to New York City with his wife Jean, MacArthur worked in business and wrote his memoirs. Consulted by President John F. Kennedy in 1961, he warned against a military buildup in Vietnam. MacArthur died in Walter Reed National Military Medical Center in Bethesda, Maryland on April 5, 1964, and, following a state funeral, was buried at the MacArthur Memorial in Norfolk, Virginia.

MID-TERM Assignment Example | Topics and Well Written Essays - 500 words

MID-TERM - Assignment Example The model of allies uses the doctrines of psychology and theology together for the attainment of truth. My personal epistemology supports personal experience. Personal experience is most relevant because it helps to relate the theory with the practical and under the circumstances where it becomes essential to relate the experiences of life with the spiritual theory; it benefits most in counseling and spiritual healing. Sharing is the true mark of a Christian and that can be attained through sharing personal experience. For example, when I was suffering through immense spiritual crisis after a certain personal loss, with sharing and joining community that indulges into prayer, I found back my spiritual self and in selflessness, I found back my own spirit. I understood the power of soulful talk during the period which is also termed as Christian counseling.. The two books according to Entwistle are those that display the work of God and the words of God. Psychology deals with the work of the God and Theology with the word of the God. Personally, a good blend of both the domain can make a difference in one’s life and as a Christian counselor the attainment of the best kind of work can be achieved through interpreting and integrating both the books to cater best result to our clients. Any conflict between both the domains needs to be clearly resolved before implementing it. There is a very thin line between right and wrong but as Entwistle has described in the book with reference to the events from personal life, similarly blending Theology with Psychology and putting them into the realm of spirituality, it becomes easy for anyone to attain the best of Christian counseling. However, right or wrong will always remain to be relative, yet some examples from real life can be used as a kind of motivating factor. Theory of personhood refers to the Christian theory where the individual in social

Of mice and men - Criminal Justice Essay Example | Topics and Well Written Essays - 750 words

Of mice and men - Criminal Justice - Essay Example Thus, in his mind, he did not think it possible to live without his rabbits, which he loved. However, to understand the reasons for which he could not stop himself from murdering Curley’s wife, it is essential to look first at the factors that had made Lennie who he was. First, the events that led up to Lennie’s murder of Curley’s wife show that it was not entirely his fault that he committed the act. To begin with, despite Lennie asking her to leave, she refuses and actually moves closer to him and places his hand on her head (Steinbeck 45), thus beginning the physical connection that eventually results in her death. She did this in the full knowledge that, this was a man who had crushed Curley’s hand and, also killed a small puppy. In this case, it is possible to argue that Lennie was totally responsible for killing Curley’s wife and, therefore, committing manslaughter. This is because he had killed a puppy just before Curley’s wife came into the barn (Steinbeck 42), while he had also been accused of rape when working on a farm in Weed and crushed Curley’s hand. In essence, even though he does not fully understand his crimes, he is aware that he has done wrong as he flees the area and accepts that he has d one wrong. Now, Lennie has murdered another person and, thus, needs to be jailed to protect other people, as well as himself. However, looking at it from another perspective, Lennie is not guilty of homicide because he is mentally handicapped and killing Curley’s wife was not an intentional action. Although he is a grown-up, he is described as being child-like and not responsible for any of his actions. Lennie has shown that he at least has some understanding about what bad behavior entails in the past. For instance, he is aware that his rape in Weed was bad behavior, while he is also aware that killing the small puppy was a

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. 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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