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Emerging Markets in International Business

[pic] Introduction: The trendy expressions in the universal exchange are India and China. They together record for 2. 4 billion individuals ...

Wednesday, October 30, 2019

Frequency Distributions Essay Example | Topics and Well Written Essays - 500 words

Frequency Distributions - Essay Example Initially, there was a bimodal distribution, showing that students were grouped into those that understood better (scores that clustered around the top of the scale) and those that did not understand as well (scores clustering near the lower end of the scale). By the second week, the two groups of students did combine into one unified group; but the majority still did have trouble grasping the concepts in class. A minority of students did far better than the rest and got high score; while the majority still scored towards the lower side of the scale. Scores from the third week show that the class as a whole was starting to make sense of the concepts being taught, and were improving in their understanding. This can be understood from the movement of the majority of the scores from below the 50% mark to very close to the 50% scores point. By now, about half the class understood the concepts reasonably well, scoring above average, and only half the class was struggling and scoring less than average on understanding the concepts. This trend again changed in week 4; where a negative skew showed that now a majority of students had caught up with the concepts being taught in class; and only a minority was still scoring low on the scale while the majority was scoring towards the higher side.

Monday, October 28, 2019

Effective Communication Essay Example for Free

Effective Communication Essay Effective communication is essential in any workplace, especially within a criminal justice organization. In this paper, the author will discuss the process of verbal and nonverbal communication and the associated components of each, the differences between listening and hearing in communication, the formal and informal channels of communication in criminal justice organizations and the strategies that may be implemented to overcome communication barriers therein. Types of Communication and the Process Involved  Communication is defined as â€Å"a process involving several steps, among two or more persons, for the primary purpose of exchanging information. † (Wallace Roberson, 2009). This process can involve two types of communication: verbal and nonverbal. Verbal Verbal communication includes transmitting information orally. This type of communication can involve sharing information or exchanging ideas between two people or a group. Speaking is just one aspect of verbal communication. Verbal communication does not solely involve the sender transmitting the message to the receiver. Verbal communication also involves listening from the receiver and giving feedback to the sender as a confirmation that the message was understood. In a criminal justice organization, â€Å"oral communication skills are necessary to talk with members of the general public, request assistance from other officers, advise suspects of their Miranda rights, and inform supervisors that certain actions have occurred. † (Wallace Roberson, 2009). Being an officer requires a lot of verbal communication to fulfill some of the essential duties of working in law enforcement. Nonverbal Nonverbal communication includes written communication via reports, memorandums, notes from meetings, notes taken from accounts between officers and witnesses, victims, suspects, etc. Nonverbal can also include facial expressions. Facial expressions and body language oftentimes are used to convey emotions when words are absent. The Process of Communication The process of communication involves transmitting an idea, sending the idea through a medium (verbal/nonverbal), receiving the message, understanding the idea, and providing feedback to the message sender. The first step of transmitting an idea â€Å"implies the formation of one or several thoughts and the desire to express these ideas†. (Wallace Roberson, 2009). The next step involves choosing a method of communicating that idea. This can be done through verbal or nonverbal communication. Despite what method is used, it is imperative to know who the audience is and decide what tone the message is to be delivered. The tone, especially with oral communication, can make a world of a difference in how the receiver interprets the message. When the receiver then receives the message, his interpretation may not be how the message was originally intended to be received. The understanding of the idea or message relies strongly on interpretation of the person receiving the message. The process is then completed when the receiver provides feedback to the message sender by clarifying what he or she understood and then agreeing or disagreeing with the message itself. All these steps are part of the communication process, if one step fails then the communication becomes ineffective and invaluable. Listening vs. Hearing  According to the American Heritage College Dictionary, the word hearing is defined as â€Å"the sense by which sound is perceived; the capacity to hear† (2009). Hearing can include the capacity to hear the audio of the message being received and the words being enunciated, but it cannot ensure whether the message was indeed understood. Hearing is only one part of the communication process. The ability to comprehend by actually listening to what is being said, understanding the message by using the aids such as tone, facial expressions and body language completes this process. Active listening is important to effective communication. Channels of Communication Channels of communication in a criminal justice organization help demonstrate how the information flows from one person or group to another. The flow of communication or channels can include formal or informal methods. Formal Formal channels of communication include orders, directives and written memorandums that follow a chain of command. Communication in this scenario usually flows downward from the highest level of the totem pole, such as a police chief down to its subordinates. This type of channel of communication has both its advantages and disadvantages. The advantage of using a formal channel promote uniformity within the department. All officers, despite their rank, receive the same information. The disadvantage of using formal channels is that it sometimes stops the free flow of communication. If this channel type of communication is used it does not leave much room for officers to exchange freely any information within their department. That is to say that patrol officers usually are not encouraged to communicate amongst their peers but rather just receive instruction from their superiors. This hinders the department because officers are not encouraged to help one another, communicate with each other and possibly provide or exchange crucial information that might help them execute their responsibilities. Informal Informal channels of communication include â€Å"unofficial routes of communication within a law enforcement agency. These channels do not appear on any organizational chart, and they may not be officially sanctioned by the department. † (Wallace Roberson, 2009). This type of communication usually allows a free flow of information within all those employed in criminal justice organization. The direction of communication usually does not go up or down the ladder of chain of command. It opens up and encourages communication between officers and the different departments that make up the law enforcement agency. It promotes the sharing of information amongst peers that may ultimately contribute to successfully completing their duty of serving and protecting the community together as a team. Barriers to Effective Communication There are many barriers to effective communication. These barriers include emotional, physical and semantic barriers. Ineffective listening can also be construed as an important barrier as well. Emotional barriers can include an officer having low self esteem. This officer in question perhaps feels the need to refrain from communicating anything because he lacks self-confidence and is afraid to be put down by his peers. Many agencies have confronted this type of barrier by providing peer support groups so that they can work together to break these feelings of insecurity and promote a sense of trust. Physical barriers can breakdown communication. Physical barriers can include the use of faulty equipment where messages cannot be transmitted from one to another because the radio transmitters are not working or the computers in the vehicles or in the office are down. Having readily available and working technological equipment can help with communication between officers. Other types of physical barriers is perhaps the distance between officers when they are communicating. Shortening the distance can help provide a feeling of camaraderie and trust. Semantics involve the selection of words you choose to aid you with your communication. Obviously if you choose the wrong word, the communication will not be as effective and the entire message can be misread. Ineffective listening can also play a role in hindering the communication process. If one is not engaged in the speaker because perhaps they do not find the speaker or his/her topic interesting enough, or perhaps you already have your biases or set opinions on what is being said and so your are listening with a closed mind, this can lend to ruining the communication between you and the sender. Strategies to Overcome Barriers In order to overcome the above mentioned barriers, you must first understand what kind of barrier is preventing the flow of communication. Once pinpointing the type of barrier you can proceed to try and remove those barriers so that you can become an effective communicator. Emotional barriers can be dealt with by working on self improvement such as going to counseling for depression or self esteem issues can help. Law enforcement agencies can provide help with finding the right person to talk to or by providing a peer support group you can join to help deal with these types of emotional barriers. Physical barriers can be handled by ensuring that all equipment used within the department is adequately functioning and therefore the lines of communication can remain open. If the physical barrier involves distance between officers, then that distance needs to be shortened so that the communication between these officers allows for better exchange between them. Barriers that involve semantics can be improved upon by going to school or studying grammar, and word selection. The internet is a great way to explore tools that can help with improving your communication skills with words. Identifying what barriers are preventing someone from exchanging information and finding appropriate solutions to overcome these challenges will ensure a better and more effective way of communicating. Conclusion As children we learned early on how to communicate first without words then learning to speak and finally learning to write. Communication is a vital part of life. Without proper communication, the exchange of ideas and messages cannot be conveyed between people in either a personal or professional setting. Communication within a criminal justice organization is just as important. Learning how the process of communication works and identifying the barriers that breakdown this communication are tools that are needed. Communication is crucial to helping overall with the execution of law enforcement.

Saturday, October 26, 2019

Utopia :: essays research papers

Utopia Utopia represents the notion of an ideal commonwealth, as the expression in a fable of what would at once be a standard and touchstone for social and political regulations. Hytholoday begins to talk of his adventures, and to describe how in the course of them he had come across many interesting communities, among them the commonwealth, whose custom on laws might well serve as examples to European Countries. By directs comments on the evils and miseries prevalent in England and Europe with an analysis of their causes and suggestions for their remedies. When More and Giles discover how widely Hythloday had traveled and realized the depth of his understanding of the governments of many nations, the propose that his knowledge is too valuable to waste and he ought to as a counselor in order to employ his knowledge in service of mankind. But Hythloday address so far on the reasons for his reluctance to undertake such employment. He does not believe that , as things stand, his advice would be accepted. The majority of those presently sitting in royal councils invariably practice a system of flattering toward their superiors and of personal aggrandizement and would surely override his idealistic and philosophical proposals. Hythloday proceeds with the argument to a critical analysis of patterns of law, government, economic and more, among European nation, particularly in England. He criticism are directed specifically at the severity of the penal code, the terrible inequities in the distribution of wealth, the unequal participation in productive labor and so on. After which Hythloday gives an account of the whole life pattern of the Utopians. Hythloday argued that a human life is of more worth than money and that is unreasonable to punish equally the taking of a man ¡Ã‚ ¦s life and his property. The Utopians have not only eliminated money from their economy, they have devised psychological methods to teach their people to despise those precious metals that are used for money in other countries. The concept of the romantic love or the grand passion is not brought into the discussion. Though it is evident throughout Utopia that the family relationship is emphatically advocated and the permanence of matrimony is supported. As the final statement, More presents a puzzle that he led to a major controversy over whether or not to contribute the plan for a society such us he had described in the book. The concept of Utopists, was to create a design for a ideal society, one must then discard the existing one and start a new afresh one.

Thursday, October 24, 2019

Education Is the Key to a Good and Successful Life Essay

Getting a good education is one of the foundations of living a good life. Yes of course morals, family, and religion are huge parts of your life, but without a good education you’ll have a hard time going anywhere but down in this world I’m afraid. The word education is misrepresented often though, because it does not always mean reading lots of books and writing tons of papers to get a good grade. No education is learning how to do things the right way at its most basic level, and when you do things right in life you become successful without a doubt. Sure there are those people out there that don’t need their high school diplomas, or didn’t need college, and that’s just great! They’ve been naturally blessed with strong minds and good skills to provide for them in life. But as with most people, life is a learning process and school helps you organize the early years of that process so you can become as efficient and successful as early in li fe as possible. So if you’re thinking about dropping out of high school, then you need to think twice! High school definitely isn’t the most exciting place to spend your youth years, that’s a fact! But none the less it’s still important to your life on a huge scale. High school provides you with a general range of knowledge that can be applied through out your entire lifetime. Then in high school you get the chance to branch out a little more and experience a little bit of everything. This helps you to decided maybe what you want to do when you finally do finish high school and begin the next step in your life. After high school though the possibilities grow so much greater for you. College is the general destination for most high school graduates, but it definitely isn’t for everyone! Some people will continue to college, pick a major, graduate, and become successful in their field for the rest of their life, and that’s just wonderful! But for others, that may not be the best route to take. A lot of people join the military, because it’s a good life style to live. The military provides a structured way of life as well as a strong paycheck to live by. Army personnel, whether they be officers or ensigns, never go to bed hungry or cold because what they can’t provide for themselves the military will provide for them. Granted this does come at a huge cost. You will serve out the time you signed up for, no excuses, as well as you put forth 100% of yourself (including your very own life) to be in our military. It’s a good life style to live, but it also has its price. Also another choice of action would be a trade school to become an electrician, plumber, or other manual labour type of job. These jobs though, compared to just mowing lawns, give you a good education in the field and you can earn huge amounts of money because of all the technical knowledge and skill required. This way of living is definitely not for those who don’t want to get dirty, or for those who are lazy because it is not an easy way to go! Many people also just live off their own cleverness. They sell products or invent nifty tools that people buy and use. These are special kind of people because they work much harder than the others. These kind of people are the ones who started with almost nothing and become millionaires. They didn’t inherit the money, all they did was use the mind in their head to get them ahead in life. So before you blow off education, just remember these things! If you think dropping out of high school is for you then think again because just finish high school and the possibilities open up before you. The military, trade schools, your own cleverness, or even just college are great choices after high school and they all will provide you with the skills and tools needed to become successful in life. So don’t brush off education as a waste of time just because it’s not the most fun thing to do, because even though its not fun it’s still hugely important to your life. Remember that, just remember that.

Wednesday, October 23, 2019

Free Enterprise

By definition, a free enterprise economy (also known as: capitalism or a free market economy) is an economic system controlled chiefly by the individuals and private companies instead of the government. Characteristics of a free-enterprise system include economic freedom, voluntary exchange, private property, and the freedom of profit motive. Capitalist societies generally achieve a higher standard of living because of the incentive to work: capitalism prefers harder and more efficient workers. Economic freedom is a principal of a free market economy, which allows people to decide how they will earn and spend their income.Economy The meaning of private property is those within a capitalist society have the right to buy and sell what they own or produce through market applications. This gives both what they want without the need of government regulation of how much they can trade and at what costs. ic freedom also yields to companies so they may choose which goods and services to prod uce and how much to charge for them based on the wants, or demands of the people. Competition between producers is permitted and this leads to better quality products.The hardest workers are the ones who remain employed t for it raises standards and the level of production. Through this engagement, both the buyer and the seller are free to trade with one another and make economical or material gains off the trade. A free enterprise economy is based on the ideals that private citizens own business and production. A voluntary exchange allows buyers and sellers to engage freely and willingly in the market economy. Profit motive can be described as people and factors of productions improve their well being by making money as they see fit.This regulates the amount and kind of products produced to accommodate the population. The government has no control on what one buys and sells, and workers can work for whomever they wish with no restrictions. In a wealthy free market economy, consumer s are faced with many options and ‘trade offs', so the best of the bests are the ones that survive. For example, homeowners can sell their homes as and when they please and disagree. This is the basic ideal in a capitalist society, people may control their possessions as they wish. Some topics in this essay: economic freedom, market economy, free market economy, profit motive, free market, voluntary exchange, private property, freedom voluntary exchange, exchange private property, voluntary exchange private, exchange private, buyers sellers, economic freedom voluntary, freedom voluntary, free enterprise, nterprise economy (also known as: capitalism or a free market economy) is an economic system controlled chiefly by the individuals and private companies instead of the government. Characteristics of a free-enterprise system include economic freedom, voluntary exchange, private property, and the freedom of profit motive.Capitalist societies generally achieve a higher standard o f living because of the incentive to work: capitalism prefers harder and more efficient workers. Economic freedom is a principal of a free market economy, which allows people to decide how they will earn and spend their income. Econom | | | | | | The meaning of private property is those within a capitalist society have the right to buy and sell what they own or produce through market applications. This gives both what they want without the need of government regulation of how much they can trade and at what costs. c freedom also yields to companies so they may choose which goods and services to produce and how much to charge for them based on the wants, or demands of the people. Competition between producers is permitted and this leads to better quality products. The hardest workers are the ones who remain employed t for it raises standards and the level of production. Through this engagement, both the buyer and the seller are free to trade with one another and make economical or ma terial gains off the trade. A free enterprise economy is based on the ideals that private citizens own business and production.A voluntary exchange allows buyers and sellers to engage freely and willingly in the market economy. Profit motive can be described as people and factors of productions improve their well being by making money as they see fit. This regulates the amount and kind of products produced to accommodate the population. The government has no control on what one buys and sells, and workers can work for whomever they wish with no restrictions. In a wealthy free market economy, consumers are faced with many options and ‘trade offs', so the best of the bests are the ones that survive.For example, homeowners can sell their homes as and when they please and disagree. This is the basic ideal in a capitalist society, people may control their possessions as they wish. Some topics in this essay: , economic freedom, market economy, free market economy, profit motive, fre e market, voluntary exchange, private property, freedom voluntary exchange, exchange private property, voluntary exchange private, exchange private, buyers sellers, economic freedom voluntary, freedom voluntary, free enterprise, | | Free Enterprise By definition, a free enterprise economy (also known as: capitalism or a free market economy) is an economic system controlled chiefly by the individuals and private companies instead of the government. Characteristics of a free-enterprise system include economic freedom, voluntary exchange, private property, and the freedom of profit motive. Capitalist societies generally achieve a higher standard of living because of the incentive to work: capitalism prefers harder and more efficient workers. Economic freedom is a principal of a free market economy, which allows people to decide how they will earn and spend their income.Economy The meaning of private property is those within a capitalist society have the right to buy and sell what they own or produce through market applications. This gives both what they want without the need of government regulation of how much they can trade and at what costs. ic freedom also yields to companies so they may choose which goods and services to prod uce and how much to charge for them based on the wants, or demands of the people. Competition between producers is permitted and this leads to better quality products.The hardest workers are the ones who remain employed t for it raises standards and the level of production. Through this engagement, both the buyer and the seller are free to trade with one another and make economical or material gains off the trade. A free enterprise economy is based on the ideals that private citizens own business and production. A voluntary exchange allows buyers and sellers to engage freely and willingly in the market economy. Profit motive can be described as people and factors of productions improve their well being by making money as they see fit.This regulates the amount and kind of products produced to accommodate the population. The government has no control on what one buys and sells, and workers can work for whomever they wish with no restrictions. In a wealthy free market economy, consumer s are faced with many options and ‘trade offs', so the best of the bests are the ones that survive. For example, homeowners can sell their homes as and when they please and disagree. This is the basic ideal in a capitalist society, people may control their possessions as they wish. Some topics in this essay: economic freedom, market economy, free market economy, profit motive, free market, voluntary exchange, private property, freedom voluntary exchange, exchange private property, voluntary exchange private, exchange private, buyers sellers, economic freedom voluntary, freedom voluntary, free enterprise, nterprise economy (also known as: capitalism or a free market economy) is an economic system controlled chiefly by the individuals and private companies instead of the government. Characteristics of a free-enterprise system include economic freedom, voluntary exchange, private property, and the freedom of profit motive.Capitalist societies generally achieve a higher standard o f living because of the incentive to work: capitalism prefers harder and more efficient workers. Economic freedom is a principal of a free market economy, which allows people to decide how they will earn and spend their income. Econom | | | | | | The meaning of private property is those within a capitalist society have the right to buy and sell what they own or produce through market applications. This gives both what they want without the need of government regulation of how much they can trade and at what costs. c freedom also yields to companies so they may choose which goods and services to produce and how much to charge for them based on the wants, or demands of the people. Competition between producers is permitted and this leads to better quality products. The hardest workers are the ones who remain employed t for it raises standards and the level of production. Through this engagement, both the buyer and the seller are free to trade with one another and make economical or ma terial gains off the trade. A free enterprise economy is based on the ideals that private citizens own business and production.A voluntary exchange allows buyers and sellers to engage freely and willingly in the market economy. Profit motive can be described as people and factors of productions improve their well being by making money as they see fit. This regulates the amount and kind of products produced to accommodate the population. The government has no control on what one buys and sells, and workers can work for whomever they wish with no restrictions. In a wealthy free market economy, consumers are faced with many options and ‘trade offs', so the best of the bests are the ones that survive.For example, homeowners can sell their homes as and when they please and disagree. This is the basic ideal in a capitalist society, people may control their possessions as they wish. Some topics in this essay: , economic freedom, market economy, free market economy, profit motive, fre e market, voluntary exchange, private property, freedom voluntary exchange, exchange private property, voluntary exchange private, exchange private, buyers sellers, economic freedom voluntary, freedom voluntary, free enterprise, | |

Tuesday, October 22, 2019

5 Types of Errors in Parallel Construction of Sentences

5 Types of Errors in Parallel Construction of Sentences 5 Types of Errors in Parallel Construction of Sentences 5 Types of Errors in Parallel Construction of Sentences By Mark Nichol There are numerous ways to inadvertently derail a sentence by failing to provide consistent structure to parallel elements. The following sentences illustrate various types of pitfalls and how they can be avoided. 1. These audits are performed on both an ongoing basis or as part of due diligence. Both is appropriate (but not required) when a second choice is mentioned in addition but not when the reference is in opposition, as here: â€Å"These audits are performed on an ongoing basis or as part of due diligence.† 2. The snakes will be safe from human interference, will have ideal places to hibernate, and plenty of mice and chipmunks to eat. Each of the three phrases in this sentence requires a verb at the head of the phrase: â€Å"The snakes will be safe from human interference, will have ideal places to hibernate, and will have plenty of mice and chipmunks to eat.† 3. Other exhibits include rare movies about San Francisco, a primer on nineteenth-century architecture as well as the twentieth-century history of the city’s gay and lesbian community. â€Å"As well as† is not simply an equivalent substitute for and; it is appropriate only when adding a subordinate clause to a main clause. Also, because the first two items do not constitute a list, they must be connected with a conjunction rather than separated by punctuation: â€Å"Other exhibits include rare movies about San Francisco and a primer on nineteenth-century architecture, as well as the twentieth-century history of the city’s gay and lesbian community.† 4. His latest controversial product didn’t receive as much backlash as expected, but hundreds of orders. The counterpoint in this sentence must, to be parallel, consist of an independent clause, complete with a subject and a verb: â€Å"His latest controversial product didn’t receive as much backlash as expected, but it did result in hundreds of orders.† 5. They must either win Tuesday night or Saturday night to return to the finals. The conjunction either should follow the verb: â€Å"They must win either Tuesday night or Saturday night to return to the finals.† (An exception is if each choice in this sentence is preceded by its own verb, as in â€Å"They must either win Tuesday night or prevail Saturday night to return to the finals.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Grammar Test 140 Fish IdiomsBail Out vs. Bale Out

Monday, October 21, 2019

A Dolls House Essays (477 words) - Explication, Literary Criticism

A Doll's House Essays (477 words) - Explication, Literary Criticism A Doll's House Explication of Dudley Randalls The Melting Pot An explication is an interpretation of a written work. They differ from person to person in that we all dont interpret things alike. It seems to me that we learned in high school about literature and such was a waste of memorizing and testing because we were taught only right answers about written works. There is no right way to interpret an authors work. What they do is leave doors open to make you think about their work. Even a songwriter does the same thing. Songs can be even more difficult to interpret than a poem or story because the first that thing usually attracts us to a song is the music and that is what we concentrate on mostly. Then a question comes about in my mind that why there has to be any answers or meaning to a work. Why cant I just enjoy a poem for the way it sounds when it is read aloud? Why cant I just enjoy a song for the way the words are put together and enjoy the music? It can be fun sometimes to analyze a work and pick out things like wonderful metaphors. I can see where that comes in to literature. What I hate is when I read a really great story and I enjoy it and then I go to class and get hounded for answers and I give them and theyre not right because I felt different about a story than someone else. Well, anyway, Im going to do the best explication I can of Dudley Randalls The Melting Pot on page 693. Bartorillo 2 The Melting Pot seems to be about anyone and everyone being accepted as Americans except Blacks. The second set of four lines is kind of funny because it gives you several names that sound un-American and when they come to be an American they lose that and use a more American version of their name. Even when people came through Ellis Island they usually took a different name or made theirs shorter to be more American. The next four lines read about a Black man who is unaccepted as an American even though hes been there waiting for it. The poem seems to say that no matter where youre from if youre white you can become a white American no matter what country youre from. It seems to say that were divided into Whites and Blacks regardless of nationalities. The end of the poem is where Blacks decide that theyre going to be who they are and be proud of it and they dont care about being accepted or not. So that was my own interpretation of a poem. Someone else might have another idea about it but that is perfectly okay because our minds work in all different ways.

Sunday, October 20, 2019

Phonology - Definition and Observations

Phonology - Definition and Observations Phonology is the branch of linguistics concerned with the study of speech sounds with reference to their distribution and patterning. Adjective: phonological. A linguist who specializes in phonology is known as a phonologist. In Fundamental Concepts in Phonology (2009), Ken Lodge observes that phonology is about differences of meaning signaled by sound. As discussed below, the boundaries between the fields of phonology and phonetics are not always sharply defined. Etymology: From the Greek, sound, voice Observations on Phonology One way to understand the subject matter of phonology is to contrast it with other fields within linguistics. A very brief explanation is that phonology is the study of sound structures in language, which is different from the study of sentence structures (syntax), word structures (morphology), or how languages change over time (historical linguistics). But this is insufficient. An important feature of the structure of a sentence is how it is pronouncedits sound structure. The pronunciation of a given word is also a fundamental part of the structure of a word. And certainly the principles of pronunciation in a language are subject to change over time. So phonology has a relation to numerous domains of linguistics.(David Odden, Introducing Phonology, 2nd ed. Cambridge University Press, 2013)The Aim of PhonologyThe aim of phonology is to discover the principles that govern the way sounds are organized in languages and to explain the variations that occur. We begin by analyzing an indiv idual language to determine which sound units are used and which patterns they formthe languages sound system. We then compare the properties of different sound systems, and work out hypotheses about the rules underlying the use of sounds in particular groups of languages. Ultimately, phonologists want to make statements that apply to all languages. . . .Whereas phonetics is the study of all possible speech sounds, phonology studies the way in which a languages speakers systematically use a selection of these sounds in order to express meaning. There is a further way of drawing the distinction. No two speakers have anatomically identical vocal tracts, and thus no one produces sounds in exactly the same way as anyone else. . . . Yet when using our language we are able to discount much of this variation, and focus on only those sounds, or properties of sound, that are important for the communication of meaning. We think of our fellow speakers as using the same sounds, even though acoustically they are not. Phonology is the study of how we find order within the apparent chaos of speech sounds.(David Crystal, How Language Works. Overlook Press, 2005)- When we talk about the sound system of English, we are referring to the number of phonemes which are used in a language and to how they are organized.(David Crystal, The Cambridge Encylopedia of the English Language, 2nd edition. Cambridge University Press, 2003)Phoneme Systems[P]honology is not only about phonemes and allophones. Phonology also concerns itself with the principles governing the phoneme systemsthat is, with what sounds languages like to have, which sets of sounds are most common (and why) and which are rare (and also why). It turns out that there are prototype-based explanations for why the phoneme system of the languages of the world have the sounds that they do, with physiological/acoustic/perceptual explanations for the preference for some sounds over others.(Geoffrey S. Nathan, Phonology: A Cognitive Grammar Introduction. John Benjamins, 2008) The Phonetics-Phonology InterfacePhonetics interfaces with phonology in three ways. First, phonetics defines distinctive features. Second, phonetics explains many phonological patterns. These two interfaces constitute what has come to be called the substantive grounding of phonology (Archangeli Pulleyblank, 1994). Finally, phonetics implements phonological representations.The number and depth of these interfaces is so great that one is naturally moved to ask how autonomous phonetics and phonology are from one another and whether one can be largely reduced to the other. The answers to these questions in the current literature could not differ more. At one extreme, Ohala (1990b) argues that there is in fact no interface between phonetics and phonology because the latter can largely if not completely be reduced to the former. At the opposite extreme, Hale Reiss (2000b) argue for excluding phonetics entirely from phonology because the latter is about computation, while the former is ab out something else. Between these extremes is a large variety of other answers to these questions . . ..(John Kingston, The Phonetics-Phonology Interface. The Cambridge Handbook of Phonology, ed. by Paul de Lacy. Cambridge University Press, 2007) Phonemics and PhonologyPhonemics is the study of phonemes in their various aspects, i.e. their establishment, description, occurrence, arrangement, etc. Phonemes fall under two categories, segmental or linear phonemes and suprasegmental or non-linear phonemes  . . .. The term phonemics, with the above-mentioned sense attached to it,  was widely used in the heyday of post-Bloomfieldian linguistics in America, in particular from the 1930s to the 1950s, and continues to be used by present-day post-Bloomfieldians. Note in this connection that Leonard Bloomsfield (1887-1949) used the term phonology, not phonemics, and talked about primary phonemes and secondary phonemes while using the adjectival form phonemic elsewhere. The term phonology, not phonemics, is generally used by contemporary linguists of other schools.(Tsutomu Akamatsu, Phonology. The  Linguistics Encyclopedia, 2nd ed., edited by  Kirsten Malmkjaer. Routledge, 2004)​ Pronunciation: fah-NOL-ah-gee

Saturday, October 19, 2019

Critically evaluate what problems are caused by drugs among youth Essay

Critically evaluate what problems are caused by drugs among youth population in UK - Essay Example There are many problems that affect young users of drugs in United Kingdom. In this essay we will present such problems that are a consequence of drug use among the younger population and some remedies will also be suggested. Problems Caused by Drugs Drug use is extremely detrimental for the society as well as the user of drug. It harms the society by increasing anti social behavior and it is health wise perilous for the user of drugs. The problems caused by drugs multiply when the abuse of drugs is done by younger people. Drug use among youth of United Kingdom is a big problem for the country. The problems caused by drug use among youth are increasing in United Kingdom. Below we will highlight some main problems of drug abuse. The number of young drug addicts has been increasing quite rapidly in United Kingdom. In 2009 a study concluded that there has been a 12 percent increase in drug users aged 13 to24 in UK in the past two years (Reed, J. & Fairbairn, I. 2009). This shows the ext ent of the problem. Development of media and internet is also giving youth access to information on different drugs and this may be a potent reason for the increase in use of drugs among youth in United Kingdom. ... The crimes conducted by drug users were found to be great in United Kingdom. Around 320,000 drug users were found to be involved in serious criminal activity in UK (Steele, J. 2007). The drug addiction rate of United Kingdom is also the highest in Europe. The main contributors to the addiction rate are the younger people of UK. Criminal activities cost law enforcement agencies a lot while the justice and the prison system also have to suffer as a result of the increasing drug use of younger population in the country. Young people also end up joining gangs and many are then involved in the trafficking of same drugs. This is actually increasing the drug problem in United Kingdom and the illicit drug industry is thriving greatly as a result. Young drug addicts are also not able to understand the dangers of their actions. They can easily be inclined to commit violent crimes because of their immature thinking. They are not able to do a cost benefit analysis and can commit crimes just for fun. Drug problems in youth actually lead them to criminals and then these criminal groups manipulate them. This adds to the overall stream of criminal activities in the country. Criminal gangs are fueled by the younger population and drug addiction is one way in which naive youngster fall prey to illicit activities in the society. The reported number of drug offences has decreased in 2010 by 1 percent as compared to the previous year but this decrease only tells us that the policing practice has changed regarding drug offenses (Home Office UK, 2011). This decrease does not mean that drug offenses have decreased rather this show a decrease in reporting of drug offenses. This is another problem of drug use among the youth in United Kingdom. The culture of drugs is

Friday, October 18, 2019

World Food Programme Essay Example | Topics and Well Written Essays - 750 words

World Food Programme - Essay Example It is evidently clear from the discussion that the European Union is the major donor and it plays an integral part in the WFP. This includes proving support to the organization in order to help them meet their stated goals. However, there are other various organizations that are dedicated to disaster assistance, and among them is the American Red Cross, Oxfam, Catholic Relief Services and many other organizations. WEP work in various areas where there is problems of weather and other disaster issues. The mission of WFP is based on their strategic goals; thus there is mission is to regard as a living document that is reviewed occasionally. The main aim of the program is to promote food security and help the populations that have been impacted by a disaster. The first role is to provide food to help the victims to maintain a healthy life. They have a policy that governs them and these include poverty and hunger eradication across the globe. They target intervention is to improve the li ving standards of people. They work in order to improve life of people living under absolute poverty and those that have been impact by crisis. WFP respond to the disaster issues by providing disaster relief to improve the socio and economic growth of the country or the population that have been impacted by disaster. They meet refugees and offer emergency food security to the victims. They also help in emergency situation in case the victims need special medical attention. Lastly they support the victims through promoting self-reliance especially to the poor people or communities through labor-intensive programs. Their operating budget is used for developmental activities and saving the lives of people being impacted by disasters. They partner with the government in areas that have being impacted in order to allocate relief id effectively. This organization concentrates on emergency cases and utilizes the available resources effectively in order to deliver humanitarian aid effective ly across the areas that need their help. Another organization dedicated to disaster assistance is American Red Cross (ARC). The Washington D.C established this organization in 1881 and it is a global organization that dedicates them toward saving the lives of people.  ARC is a humanitarian organization, which offers relief emergency and education within the U.S. It helps the needy and dedicates themselves towards distributing blood to those who require blood. This is in most cases where accidents have occurred and offer education on disaster preparedness. They also educate people on the way they can maintain health and offer safety as well as relief programs. The mission of the organization is to avert and alleviate people suffering from any disaster issues; thus they offer emergency though mobilizing volunteers and donors. The vision statement is working with the network of volunteers and donors in any emergency cases; thus turning action to help the affected people. They operat e their budget by setting aside relief emergency resources for using during the emergency cases. They utilize their resources in ensuring that the nation access to health, safe and blood products. Their program is voluntary and they work together with those who volunteer themselves to maintain unity; thus they work without discrimination of age, sex or race.

Morality vs. Rational Self-Interest Essay Example | Topics and Well Written Essays - 250 words

Morality vs. Rational Self-Interest - Essay Example This means that an immoral behavior, as opposed to the moral one, is hypocritical, irrational or insincere. Psycho-socially, there are situational occasions in which people weigh the pros and cons of their behaviors, and rationally and sincerely decide that the best things for them to do are precisely what moral forbids. In other meaning, what do we make of the situations under which morality tells you to do one thing whereas self-interest tells you to do exactly an opposite thing? Accordingly, many social role players are psychologically directly inclined to improve their self-interests above any other innate behaviors including morality. For the psychologically inclined individuals in the elevation of self-interest, when self-interest and morality come into a head-to-head conflict, morality loses out. Per se, rationally speaking, morality should always conquer self-interest. In summary, the conquest nature of morality on self-interest, in the long run, may ruin the societal structural functionalism. In a society where morality set standards to the self-interest, there would be an implication of lack of facts about the right and wrong; people would be free to do whatever they like thus leading to the dysfunctionality of the structures.

Thursday, October 17, 2019

Piezometers( to measure the water table to monitoring landslide) Essay

Piezometers( to measure the water table to monitoring landslide) - Essay Example Appropriate design of drainage system is possible only if the water flow pattern within the rock mass is understood; and for this purpose, the measurement of hydraulic conductivity and water pressure are carried out. Piezometers are used for measuring water pressure within a slope in order to control the stability of the slope by drainage. Piezometers are devices that are sealed within the ground, generally in boreholes. They respond only to ground water pressure in the immediate vicinity and not to ground water pressure at other locations. Piezometers can also be used to measure the in situ hydraulic conductivity of rock masses, using variable head tests (Wyllie et al, 2004: 120). The purpose of this paper is to discuss the role of piezometers in preventing landslides, identify the different types of piezometers, examine the advantages and disadvantages of each type of piezometer, compare the type of soil that they can be used in, and their applications. Piezometers measure groundwater pressures, which is useful for â€Å"effective stress stability analyses of landslides and to observe the variation of pore pressure vertically in the landslide† (Cornforth, 2005: 82). Certain factors have to be taken into consideration when planning a piezometer installation to measure water pressures in a rock slope. It is important that the drill hole should intersect the discontinuities in which the ground water is likely to be flowing. For example, the hole should intersect the persistent beds in sedimentary rock which has low persistence joints. Zones of fractured or sheared rock should be located for positioning the completion zone of the piezometer, since ground water flow would be more concentrated in these areas. The length of the completion zone in rock is usually longer than in soil, because of the requirement to intersect discontinuities. Fault zones are geological features; if they contain crushed rock

Nintendo Case Study Example | Topics and Well Written Essays - 750 words

Nintendo - Case Study Example With that approach, they were able to streamline promotion and advertising into a single and consistent message. On the other hand, Nintendo was emphasizing on selective specialization, whereby they targeted both children and hardcore gamers. This kind of approach created confusion among Nintendo’s customers, because the two segments of the market had different needs that called for different messages in the advertisements for each segment. Customer satisfaction was, therefore, not achieved, and Nintendo needed to address that issue in order to reclaim its market share. Analysis of Case Data The main cause of the issue was Nintendo’s failure to invest in new technology. Key customers in the video game industry are in two categories: nontraditional children or teenagers, and the 18-35 year old serious gamers. The industry’s profits and revenues are realized from the second group that spends huge amounts of money and time sharpening their skills. Furthermore, they are tech-junkies, an aspect that Sony and Microsoft noticed. They targeted the segment and created games with high-speed, powerful processors. From the number of Playstation units sold, it can be determined that Sony managed to reach the target group. 120 million Playstations were sold by Sony, compared to only 20 million GameCubes by Nintendo. Data on market share shows that Nintendo was steadily dropping. Alternative Solutions The circumstances facing Nintendo dictated two major alternatives: either fight the competition to get back its market share or shift focus to other markets and avoid direct competition. If they chose to fight, it would have meant putting emphasis on hardcore gamers like Sony and Microsoft, and then attempt to beat them in performance terms. With the high cost of essential components in the manufacture of high performance video games, Nintendo would be forced to sell at a loss. Furthermore, their children-friendly themes was disadvantaged against the new market of M-rated and violent games. The other option was to focus on a different market segment that was not being served by Sony’s PlayStation or Microsoft’s Xbox. Determining and Establish Key Decision Criteria Key decision criteria should be based on a firm’s advantage in a segment, competitive environment, profitability, growth rate and size (Rusetski 211). These should be supported by an understanding of demographic trends, the significance of market segmentation and the uncertainties that are associated with a change of market targets. Viewing the market differently, it is possible to identify several other specialized segments. Nintendo was able to identify the casual and hardcore gamers. From the two available alternatives, Nintendo can either; invest more and fight for the hardcore segment that seems to be setting the trend in video games, with the risk of ending up in more losses; or take yet another risk and focus on the casual segment and the sub-segments found within the category, which also risks a re-launch failure. However, the casual segment provides a wider market that includes families, seniors, women and children. Evaluation of the Alternatives While the pressure from the competition seems minimal in the casual segment, there is uncertainty in profitability, growth rate and size, even with Nintendo’s image being family-friendly. This is bec ause it cannot be known for sure whether the video game adoption process has reached a point of early and late majority buyers being ready to be members of the gaming society, yet they make upto 65 percent of the market. In the same way, the casual segment’s growth rate is not known. The greatest risk lies in the segment’

Wednesday, October 16, 2019

Piezometers( to measure the water table to monitoring landslide) Essay

Piezometers( to measure the water table to monitoring landslide) - Essay Example Appropriate design of drainage system is possible only if the water flow pattern within the rock mass is understood; and for this purpose, the measurement of hydraulic conductivity and water pressure are carried out. Piezometers are used for measuring water pressure within a slope in order to control the stability of the slope by drainage. Piezometers are devices that are sealed within the ground, generally in boreholes. They respond only to ground water pressure in the immediate vicinity and not to ground water pressure at other locations. Piezometers can also be used to measure the in situ hydraulic conductivity of rock masses, using variable head tests (Wyllie et al, 2004: 120). The purpose of this paper is to discuss the role of piezometers in preventing landslides, identify the different types of piezometers, examine the advantages and disadvantages of each type of piezometer, compare the type of soil that they can be used in, and their applications. Piezometers measure groundwater pressures, which is useful for â€Å"effective stress stability analyses of landslides and to observe the variation of pore pressure vertically in the landslide† (Cornforth, 2005: 82). Certain factors have to be taken into consideration when planning a piezometer installation to measure water pressures in a rock slope. It is important that the drill hole should intersect the discontinuities in which the ground water is likely to be flowing. For example, the hole should intersect the persistent beds in sedimentary rock which has low persistence joints. Zones of fractured or sheared rock should be located for positioning the completion zone of the piezometer, since ground water flow would be more concentrated in these areas. The length of the completion zone in rock is usually longer than in soil, because of the requirement to intersect discontinuities. Fault zones are geological features; if they contain crushed rock

Tuesday, October 15, 2019

Quality Management Essay Example | Topics and Well Written Essays - 500 words

Quality Management - Essay Example (ISO, 2008) Total Quality Management is one approach which can be used to improve an enhance product quality. Dr. Edwards Demming came up with the idea of total quality management, and this idea was first adopted and implemented by the Japanese. Total Quality Management is continuously improving products and processes by focusing on quality at each stage of production. It tries to get it right the first time and not have any defects. There is an emphasis on ensuring that the customer is always satisfied as total quality management has a consumer comes first orientation and in this context the customer can be other people/departments in the same business that the task is being completed for, not just the final customer. (Stark, 1998) Enhancing efficiency eventually adds to quality products in terms of lower costs either in the form of less wastage or higher output per input. The business should keep a constant check of efficiency levels with the help of either factor productivity or labor productivity ratios.

Monday, October 14, 2019

Evaluate the Causes of World War I Essay Example for Free

Evaluate the Causes of World War I Essay World war one is one of the most important events in world history. It took place in Europe in 1914-1918. The whole world participated this war. So everyone had some responsibility. There are more than one reasons for the outbreak of this war. Mainly, it was the expansion form of nationalism the alliances system. Other issues played a major part too, such as imperialism, the industrial revolution, naval race and domestic factors. One of the main long term causes as I said before is Nationalism. Nationalism is the patriotic feeling when people believe passionately for their countries. The extreme feeling of nationalism is called ethnocentrism and it leads to fascism. Nationalism also, promoted the war because nationalists wanted to reestablish their nation’s power. Th e majority of people before and during the world war one, wanted to have a larger territory. Flags are created to represent a country. The three countries that formed the Triple Alliance was formed by different ethnic groups. Above all, Austria’s – Hungary’s ethnic groups wanted their independence. These groups were, Slovaks, Serbs Czechs. They wanted to rule themselves and have their own state. Particularly, many Serbs in different territories wanted to join the neighboring state of Serbia. Italy was also formed from a collection of smaller states, aiming at having its government established. The trigger cause of world war one was the assassination of Archduke Franz Ferdinard his wife also by a Serbian nationalist. This happened in June 1914 while they were in Sarajevo, Bosnia which was a part of Austria – Hungary. This assassination was in protest to Austria – Hungary having control of the region. This was the extreme form of nationalism as I said above, that killed the prince of Austria and world war one began. Another cause which cause the war is imperialism. In other words, the competition among powerful countries to extend their power. All the countries were looking for ways to conquer oversea colonies. There was a competitive feeling about it. They also needed more resources. Naval bases for Germany Britain were also of paramount important. For example, France Russia prepared to face any German invasion. Germany took from France an important industrial area of Alsace – Lorraine. In 1890 Germany has a New Kaiser who was very active. Germany seized control of Chinese ports wanted more oversea colonies as Britain France had. Italy also wanted more oversea colonies and that’s a reason it joined the Triple Alliance. Furthermore, there is another cause, the alliances. Alliances existed to support â€Å"friends† and threaten enemies. The promoted their own culture. Alliance’s movements are like gangs. They used violence and technology weapons. Alliances active role before the war was to understand the progress of the war country’s movements. So before world war one Russia defended Serbia. Serbia’s territories were controlled by the state of Austria – Hungary. Serbia started the war against Austria – Hungary and Russia got involved. France Russia had a close friendship. A response to get back its land Germany attacked France through Belgium. In 1884 the Triple Alliance we formed with Germany, Italy and Austria – Hungary to support each other militarily in case of an attack. The Triple Entente that formed in 1904 with Britain, France and Russia. The last cause of the war was the industrial revolution, in other words militarism. Militarism is associated with technology weapons. Such as cars, bombs, machine guns, submarines, bullets, dynamites etc. Industrial development was very important in order to be powerful. In this new war armies used cars and not horses. Another point is the radio, was used for propaganda. Everything was moving very fast. Military includes submarines, airplanes and machine guns. France Russia worried a lot for Germany’s development. Loans from France helped Russia to develop industries. Germany’s navy plan named â€Å"Navy Code† was increasing their navy. This plan worked as a threaten to Britain. Germany’s development of their navy was apparent. It become one of the world’s most powerful navy in 1980 with Britain first. In 1914 German industries was second in the world only to that of the USA. Serbia was also becoming a powerful force in Balkans. France also built up their industries army. Russia was the largest of all six powers however it was the most backward and least developed. As a result of this war there was devastation across Europe. Eight millions of people died twenty – nine millions injured. The use of the word destruction includes issues we are not able to see. It’s not only the destruction of buildings, the lack of education and the economic decline. It’s also the lack of ideas, family issues, the psychology of the crowd, propaganda and much more. Even after the world war one for decades the leaders changing politics, changes public opinions. In my opinion preserving the peace was neither Triple Alliance’s or Triple entente’s priority. What if the countries did not show off or compete for power? I believe that nationalism was the most important cause for causing the war. Consequently all the countries were reacting in extremely nationalistic ways and unreasonably. I also think world war one was a result of leader’s antagonism towards other countries which was sustained by the increasing nationalism of European nations. The assassination of Archduke worked as the immediate cause that triggered a domino effect of reactions among all these countries. If this wouldn’t happen, they would have find another cause to start the war. I suppose everything’s happened because of the selfishness leader’s had. They didn’t inspire the crowd this prove that there was the failure of diplomacy.

Sunday, October 13, 2019

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