Education and training to enhance the performance of the informal sector

-Term « t '. --

"

I I»

... , z::.u:- '

UNITED NATIONS

ECONOMIC COMMISSION FOR AFRICA Public Administration, Human Resources

and Social Development Division

"EDUCATION AND TRAINING TO ENHANCE·

THE PERFORMANCE OF THE INFORMAL SECTOR"

By: Abd ElkarimYacoub

Presented at the National Workshop on Technical Innovation and Entrepreneurial Development in the Informal Sector in the Sudan (Khartoum, Sudan, 15-18 October 1994)

""" -". --,- t tV

NATIONAL WORKSHOP ON TECHNICAL INNOVATION AND ENTREPRENEURIAL DEVELOPMENT IN THE IN-

FORMAL SECTOR IN THE SUDAN

PEPER

II

"EDUCATION AND TRAINING TO ENHANCE THE .PERFORMANCE OF THE INFORMAL SECTOR"

BY

ABD ELKARIMYACOUB CHAIRMAN OF THE BOARD

MANAGEMENT·DEVELOPMENT CENTRE KHARTOUM-SUDAN

.

KHARTOUM, SUDAN OCTOBER 1994

.

I

/

1 www··, r ^{W *7-'}

EDUCATION AND TRAINING TO ENHANCE TBEPERFORMANCE OF THE INFORMAL

SECTOR IN THE SuDAN l~EntJCATIONAND TRINING : POLICIES

EDUCATION

,The general policy in the field of education in the Sudan is contained in the compethensive National Strategy, 1992-2002 . The introductionto the section on the strategy of general education stiputatesthateducation is the main key element in, social change and QIe basis of change in the body of society. An important component of the general policy on education is basic education which is defined as the amount of education and knowledge 'wnichevery society considers as the right of ,the citizen and that society , must provideitforhim. It represents the necessary amount of knowledge, mental abilities, spiritual instruction, skills.andattitudes that an

i~dividual

must have in a a stage of his life whether he be young, youth or old«

Basic-educationaims at enabling the individual to continue his education to higher levels in the ladder or to enter practical life equiped with the amount that makes it possible for him to fit into it and participate in the life of his society. It also aims at affording the indivivual the opportunity to

contin~ehis education relying on himself or making use ofinformal educa- tionand all types of continous education. Rasa number of characteristics 'and'concepts among which are:

1~It·is an integrated education i.e it combines academic' theoretical <stud- 'ie§.with practical applied activities in order to gain manual skills and

prtlductiveabilities arid develop them.

2-Iti§l~omperhensivearid balanced i.e it develops the different aspects of the personality", the spiritual, the intellectual, the emotional, thephysi- cal and the social.

3-It is varied Le it meets the needs of the indvividual at the different'stag- es of his growth . It matches the natural, cutural and social environ- ments and serves overall development.

The.Comperhensive National Strategy calssifies basic education into

1 three/categories as follows :- '

a-\Pre-school education (Quoranic Khalwas and kindergartens) . b-Basic school whose provide extends to eight continous years.

c-Eradication of illiteracy and adult education.

Trainina

The plolicy guidlines in respect of training in general are contained in the section on training strategy in the comperhensive National Strategy ⁰ The introduction to the sections,tipulatesthatllumanres()urces development is the basic element in the accomplishmenLof the objectives of the Compe- rhensive Strategy ⁰ Within this concept training is a main pillar in the de-:

velopment of the individual and the key to success in achieving the aims-of the strategy ⁰ Training, in brief, means the development and improvement of the skills, of-the labour force in order to raise productivity and enhance performance ⁰ Thestrategie objective of training during the periodof tlie

" Comperhensive National Strategy (1992-2002 ) is given as the building-up ofa trained, commitedand highly motived labour force through theadop- tion of certain policies among which are : "

l-Proper planning of continuous training and linking it upwithappropri- ate technology, increased productivity and the needs of the labour' mar- keto

2-Utilization of all types of training cntres to this capacities starting with

the first year of the plans. .

3"Expansion oftechnical education and vocational and artisanal training.

4-Directing training durning the period of-the Strategy to new fields are specializations which the country needs in its preparation to enter the stage of economic takeoff in accordance with the indicators embodied in the Strategy suchascomputers and information technology ⁰

5-Spreading of vocational and artisanal training to all the States with em- phasis on production-oriented training and the allocation of a percent- age of the revenue derived from it to develop the training centers ⁰ 6-Giving due consideration to training in the country -side through the

establishment of specialized vocational and artisanal training centres with due attention given fortrainingin new vocations such as poultry, fishing, food processing and the use of technology in farming ⁰

7-Introduction of new types of training to employ the capacities of schoolleavers .

8-Giving due attention for the training of special categories including women, youth; the handicapped and old people ⁰

The priorities of the training strategy are as follows :-

I-Linking uptrainfng with the local environment. In the efforts.to real- ize justice, distribute wealth fairly and care tor the countryside steps must be taken to provide for training which linked with the local envi- ronment at the level of basic education in order to ensure the contribu- tion of the huge numbers who graduate from this level, and who will not continue their education and who will.enterthe labour market, in the development of their regions ⁰

2-Design of clear policies to coordinate between education, training and

•

" tn-- g"rm ^C1

employment and strict commitment to their'implementation', .-...

3-Survey of training needs during the first yeafof the period of theStrat- egy at the central and regional levels with the aim.offormulating rea- listic short and long term training plans in .all enterprises andorganiza- tions ,

4-Establishme~tof training units in all organization ,. .

5-Givinggue consideration f?r the training of trainers and the establish~'

mentofa national centres to prepare and train trainers. .' .'

6-Es~abushing the national.training council with a view to designandifh'- plefilent general training policies, to coordinate the hither-toscatte~ed efforts of thedifferent training institutions in order to meet the devel- opment needs of the Comperhensive Nationl Strategy.

.. 2IEducation .and Training: Structures

Education

:~-:

The existing structure of general education consists of twosch90linglev- els: basic, and.secondary, with six years as thestamng age ,The.basic lev- el has a duration ofeightyear~, the secondary three years . .Secondery edu- cation consists of acadimic schools and .vocational schools specializedjn industry, agriculture, home economicsI for girls) and educational institues .

.. Following is a brief review of the educationalsystem.;

l·Pre-primary SCMm

(AlKindergarten

Itis mainly found in large towns. Children are accepted at age four or five. They are nursed there till they reach the age of admission to primary school.

(B)Khajwas

These are traditional quoranic schools. They are..widely spread in the rural areas. Children of all ages are enrolled. The course is mainly relig- ious with the objective of making the children memorize the Koran. The period of stud)' is four years on the average. Pupils who wish to do so may join the complementray schools for two years and obtain primary school

certificate.

2- First Level

(AlBasic Education

Primary education is not yet universal. Children are adimitted to school at age six spending eight years in school at the end of which they sit for competitive examination for secondary school entrance.

(B)YiIlage schools

These are only found tn' the Southern parts of the country. The village school is a replacement of the primary school. The duration of the course is

"e11& ; ' j ' ttt ^CJ ;

f()W;xt;~~,'t Asj)J,m.e,~~~eofthe Khalwas.pupils ClUJ pontinu"e their _~tu!lies

iri.. the

(;QiPPle~t~+iiq11901. . ' ' . ' .

, .... " •. ,"." I~,'- ·C,.' . . ; , ' .... , . ' , . , . c . , , ·

;6·,K",;":,>~" . >' . L,q . . . ,'. '.' .'. '.' . , . ....: " ,', . " . "

3-Youth Vocational Centers ami Na,tiQnal Industries Centres ..

These are attended by pupils who have completed.priamry schools and passed an admission examination. The courselasts'for two years'and is

@.9.erthe supervision Qfthe Ministry. of Social Planning .

" , ' " . . . ' . ' (

, ':~ <

4-Iieligious Instituties

These admit pupils who are successful in the first level. The durati6il6f the study is four years at the end of which pupils sit for the interIll;ed!ate , certificate. Those successful will be promoted to secondary level. . .. .

Second Level

Secondary Education

Pupils who are awarded.the intermediate(generalsecondar'y)

s¢l1~ol

certificate can complete admission to secondary education. The cQurseat

this stage is of four types: ' . ,

AJAc@demic Secondary EducQtion

This takes three years at the end of which the student qualifies.to.sitfor the Sudan School certificate Examination, which is the basic requirement

for admission to universities. ' , .

BlTechnical" Secondary' Education

The duration of the study is four )Tears, Specialization include.xcommer- cial,industrial,agricultural subjects and home economics. 'Stt(oe,ntsat the end of the course sit for the Secondary TeChnical Certificate. _~osewho

8~oregood results can compete to join post secondary collage and'polytech- mcs .

CffeaChers _Trai~hlgInstitutes

These are attended by those who are in possession ofIntennediate Certif- icate an9. wish to becometeachers: They study for four years, whi!e.'/Sec- ondary . Certificate holders study for one year. At the end of the course theyqtiallfy asprimary school teachers.

' ' - ' B M w ' 1m "e-- _{~" %2ahw}

DNocational Training Centers and National Industries Centers

. '. ..

Students who hold Intermediate Certificates.competefct.admittance to these centres . They study for two to three years ( depending on their spe- cializatiens ) after which they are certified as skilled workers on techni-_.

" .', , . . _ . , . . '...--." ' ' , ' .

cmns..

i ElB&ligious Institutes

Duration of study in these institutes ranges between three to six years at the end ofwhich students sit for the Ahlia ( national.).se~ondaryexa.rojna­

tion , Students compete for admission to Islamic unversities on the basis of

their scores-in the examination. ,

4-Third Level

(universities &,High Institutes)

Students who finish secondary schools with outstanding results compete for admission to universities and higher institutions., Rquirements .differ from one college ( faculty) to the other. Competition is, however, very .tough in all colleges and a very meagrepercentage of those who are suc- cessful in the school certificate find their way to the universities and higher

institutes . .. . '

Training

Training is not as clearly structured as education. One of the. main-rea- sons for this is the heterogenity and diversity of training needs in the differ- ent.sectors of the economy and the different organizations and groups.

Training is, however, relatively well defined and better organized in the formal sector. Government has been a fore runner in the establisment of various types of training institutions since the tum of the present century.

fA number ofdepartmental training units were established specially in the big departments like Sudan Railways; Stores and Equipment, Mechnical Transport and Health to cafer for both the pre-service and in-service train- ing of the employees of these departments. The selling up of national training institutions followed the gaining of iIldep~lldence in the mid fif- ties. The main aim of thiere stablisment was to accelerate the development process and.meet its .competent manpower requirements. The institute of Public Adprinistration wassetupin196Q to cater for the training of the top and middle management levels of the Sudanese Civil Service .In 1968 the Management & Productivity Center was established with technical assis-

tance from the ILO and financal support from UNDP to meet the training

cnt rn

needs ofbusiness and industry . . . .:' ••..'.

The-present structure of training in the Sudan includes.the following: - '.

l-The

National Training Directorate which is

responsibleforpolicy im-

plementatino and the application of training laws and re,gulatiQPs . 2-National Training Institutions which comprise: the MiuiagementDe-

velopment Centre, The Sudan' Academyfor Adminstrative Sciences, The National Clerical Training Centre .

. 3-The Vocational TIJuningAdnPnstration of t,llrf\1ini~try ofLabo%" and Adminstrative Reform-which is at present from managing all vocation- al trainingcentres which belong togovernru~nt. . . . .""

4-Training units in the government ministries and departmentsand the

,.statetOwned corporations. , .. . . ' .' .

5-Tnrllling

unitsin thebanking.sector

_wh~re almost every one of,_th,~

some, thrity banks new operating in _th~country has somesprt of train- ing facility .. At the top oftraining in the banking sectot:j~,th.e Hgiher Institute for Banking Studies which offers both shorHernlttaining pro- grammes and training coursesleadingtopost~,gra4uatespecil:l1izeddi­

plomas :

6...Tr~niIlg units in

the

big busine.ssestablis4ruents specially those of rmiltinationalcharacterlike the petroleum companies, Kennana Sugar Factory, Sudan Textile IndustriesLtd . ..

It is very clear that government has the upper hand as for~~ training is concerned. It formulates policies, enacts taws and makes regu.lations and establises all types and sor,ts of-bodies forimplementation . . ' "

Twoprominentinstitutions in the area of training meritaspeci'a:lplace in this paper because ofe thevitalroles they play in the development of voca- tional and managerial capabilities: These are ;-

A.,Vocational Traininll

Formal vocational training dates back to 1956 where the Khartoum Up- . Grading Centre ( later Khartoum, IVTC ) was established with ILOIUNDP assistance. It was followed in 1963 by Khartoum IT VTC through West German assistance .By 1989Vocational Trai,ningCeetre-sinthe whole of .the Sudan totalled nine ; six in the north and three in the south' .^{i i i , ,}

Tt;adesin which training-is given include ;- -Techncial drawing. . . .' -Air conditioning and refrigeration.

-Maintenancefitting . -Machinary .

-Welding ..

-Sheet metal works .

-General

electricity . -Radio & TV.

~ f IT' - - ?Z,?WTT' "Y-- . "¥biil'M "",' t^{n- .j.n} T'''---''''--·",~'---·-

>,".

-Industrial electronics . -Automotive .

. -Carpentary .

-Agricultural engineering • -Computer studies , . -Ceramic works..

-Health works -Solar cookers .

-Carpet weaving. .

-Sewing and.tailoring, .. ... .. . • The training progranuIu,s offered in the VTC arer- I-Apprenticeship Programme.

The duration of this programme is three years ,two of which are spent in the training centreandjhe thirci in an industrial establishment , The qualifi- cation for admission to the programme is successful completion of basic

schooling (8 years) . .

2"Up-gradingcourseS

These courses are desigp.ed to meet the need of up-grading the skills of already employed workers in both the public and private sectors.

3·Shortcourses

the target of these courses are the school drop outs among youth. Dura- tion varies from three-to six months.

4-Trade Testing

This programme is meant to attest to the skills gainedhy some .workers through .informal training means .

B.Management Development

Management Develoment, linked with productivity, was formally intro- duced in the Sudan in 1965 with the signing of an agreement between the Government of the Democratic Republic of the Sudan and The UnitedNa- tions Development Programme (special Fund) providing for the establish- mentof a Management Development And Productivity Centre; The pro- jectbecame operational in 1968 with the passing of Act No. 24.

The overall objective of the Center as stated in its law is>" Development

r---- ^M '-;" P. tt

•

of Mangement performance at all levels in public and private sector estab- lishments." The Centre works to fulfill its mission through it reseat"ch, training and consultancy activities. In the area'of training it has

an

arinu'lil plan which offers a variety of short and medium courses for the main three levels of management i.e. top exuctives, middle managers and first.linesu- pervisiors-, The objectives and contents of the programmes emphasize the business industrial orientation of the centre.

The regular training courses of the centre cover the following areas ;- A-General Management

l-Principles of general management 2-Management by objectives..'

3~Management Planning . 4-0rganization .

5~L~~dership .

B-Rroduction Management I-Production Management.

2:f!roduction Planning and Control.

3£Maintenance . .

4!!Stores Management and Materials Handling

5-Work Study and Determination of Normative Standards:

CoManagement Accounting I-Financial Management.

2-Prillciple ofAccounting . 3-13u4getary Control Systems , 4-'Cost Accounting.

5~InventoryControl.

D-Personnel Management

l-Principles of Perssonel Management.

2-Industrial Relations.

3-WagePolicies. . 4-Manpower Planning.

5-Records Management.

E-Marketing .

I-Marketing Management ..

2-Marketing Research.

,!

~-Principlesand Techniques of Marketing.

.F

.Supervision

I-Prinl::iples of Supervision.

2-HuniimRelations. .

3-Production Management (General).

4-Industrial Supervision.

The duration ofth~secourses ranges from one to four weeks and theav- erage enrollment per course is twenty participants. At the end of the course participants are awarded certificates of attendance .

In addition to the regular annual training courses the ManagementDevel- opment Centre organized two progranunes which have special .siginficance in the efforts to enhance the capabilities of the infonniiJ sector. One'is the Young Executives Progranune (YEP) which the centre ran in collaboration with Trinity College (Dublin) for a specially selected group of young Su- danese excutives in business. The programme ran for one academic year ( about 9 months ) and combined theory with practice in the training of the group . It is unfortunate that the programme had to be stopped after two successful rounds due to financial<llfficulties .

The other programme for which a full-time specialized unit was set up within the Centre is the small business promotion programme. . The pro- gramme combines the three elements of research, training and consultation . The training compenent embodies.a number ofshort courses for small en- treprenurs in commerce and industry .. The. course include : reading and writting, simple arithmatic, work simplification, etc...,.. The programme has a prominent feature known as improve your business (IYB) which of- fershelp to small entrepreneurs on how to enhance their productivity and . maximize their profits.

'.$" ret ^Wet-·

•

Present Methods of Providing Training .to the Informal Sector

.. Training methods in the informal sector range from thetraditiQn~llJ,n, strucrured to the relatively modern and sopIUsticated. The tradftional

methodslMlude:' . .

I,Trainin!: Within the Family

0"-' .. ' '.::;'-:,':',,;.

Through this method fathers and mothers train their sons and daughters in the family business or occupation .. This method is more extensively used in theruralareas specially in agriculture. It is believed to be cheap and efficient. Itprovides for the training of a sizeable portion of people in

the informal sector. .

2-Traditional Apprenticeship

This is a.feature of the urban centres where a numberofvocations are10,

cated-; According to this methodiayoung person is attached t(j a work place,usuallyaworkshop, to.learn.and be trained by a" Muuallim." who in most cases is the owner of the business. The apprentice starts his. train"

ing;by doing menial jobs like cleaning the work place and runningerr,iWds' . He is then given an opportunity to practise by assigning him simple tasks:

His progress towards mastering the trade will depend on his interest and enthusiasm and the time and attention his instructore devotestohim. .

3-Village Community Trainin!:

This method is confined to the training of young girls in villages. The young girls gatherthogether in one of the village houses and are trainedoy an older girl or woman in skills such as needlework. pottery, Carpet weav-

ing, palm leaves and straw shaping. "

The more modern methods of providing training to the informal sector include :-

I-Functional Eradication of Illiteracy

The number of illiterate persons in the Sudan is estimated at aboutI 0 million. Six and a half million of these are in the age group (15"45 ) years.

'!?hey include workers in the public as well liS the private sector. A com-

p~rhesive national plan has been designed._~d is now being implemented for the eradication of'illiteracy specially among the above mentiQnedage- giroup; :Theplan aims at enabling a studenftoiemployhis reading, writting

- ''----'-Wt"'-,,· 1"1 ^{. y .}

.-."

and arithermatic knowledge and making use of it in his practical daily life.

, Studie~aredivided into..two stages: Ji . . . . .' ~(

1-The basic stage which takes seven months and is equal to the fourth

grade in basic schooling. .

2-Completion S~lJ,gt:,withaduration of.sevenmonths .an.d. is equal to the sixth grade of basic schooling . ...• ^{t , . . '}

Thecomperhensivenational plan for the eradication ofilliteracy stipn-

.lated the target students as follows :- .

a-Youth whose period of work in production mlJ,Y; be long .•...

b-Employees in the public sector and the private sector and large trans- .port establishment. ^{r, .'}

c-Large population centres .organlzed inactive unions.

d-Populationin the rural areas .

.2-Th;National Industries Institutes .

These were started in 1971 to train graduates of technical schools in:- metal shaping, wood engraving, leatherwork, footwear~wgsaIl,d.far­

. pets. The purpose of the institutes was to assimilate intermediate stage

sobool.leavers.for two years.. .

In 1978 and on.the basis of recommendations by a special committee the curriculum was amended and new sllbjects were introduced which included : furniture carpentary, sanitary fittings, general electricity, building, .

In 1984 the institutes mumbered eighteen with a capacity of enrolling .

1842 pupils in the batch. ..' .

3-Youth training Centres

These started in the Ministry of Education which established..fL l}umberof clubs for young people in a number of big towns. In 1969

me

responsibili- ty for the.centreswas assigned to the Ministry of Youthand Spotts, The centres were renaIIled. to be : Youth Training and Social Welfare Centres."

The centres aim at assisting young people between tlleagesof15 to

25

who are usually school leavers between the different educational stages

and

making them usful and productive. In.par9cularthe centres aim at devel- . oping the artisanal abilities of youth through providing them with the ne- cessary guidance and training. Duration of artisanal and vocational train- ing in the youth centres varies between 9 and 12 monl1,ls,,. . ,.

4-Community: Development Centres.

This is one. ofthe older and relatively well established wethods of educa- tion and. training in the informal sector. Itis basically rural and serves lfie .needs of (UraLwomen, Programmes offered by the centres include:eradi- cation _•

of

illieracy classes, good housekeeping, rural industries .and handi-_{.~ _ . c -- • , _ . - • ..~.}

'me ----

---_ ^... _---"

•

crafts, health education.

'Jl!yt;e are at present 242 community development centres ( Social.Cen- . tres fin the Sudail which operate under the guidance ofthe Ministry of So-

cial Planning .

~.TheJ~roductive'.Family Scheme

Thisis ~newinnovation in the social stragegy. The scheme embodies a

;l1lultip~city ofproje8t~ based on family ownership and management.. The scheme aims at making available to two million families oWlu~t~Jiip of means ofpXoduction \yithin the coming ten years (starting 1992J ) ' a n m a n -

nual

rate oftwohundted thousand familiesat.a

'total.

cost of 20^ilJilli8n'Su- danesepouri'dsat the rate of2 billionpounds>every yeats:'iThe scheme calls for tlle allocation ofprojects to 20,000 families per state per year .

The following aspects are emphasized in the productive families pro- jects ;- .

. .,,a-:Spcial mobilization.and training . ."b-Adminstrative organization.

"'ic-Ownership0 means of production.

, d-:Mar~etinK. . .'. .. . .' ,. e-Followupand evaluation .

.6~Non.Governtn¢ritalprganizations (NGOs )

The non-governmental organizations (NGOs) are reatively new commers as far as education and trfuning in the informal sector are concered. Work .ofthese orgatiizations_i~to a large extent concentrated in refugee camps sp~~all)'in the,ea.M~m>~~ates, camp~ ofdispla.ced people affected by the war.111southern Sudan, and populationgroupings of people affected by

drought,anddesert!fi£~tion.i ^{'. .}

Activities oftheNGOs include ;-

Provision of basic education, vocational training, training in agriculture 'and related occupations such as animal husbandry and fishing.

Eft-- .. ~.~1 . Myrrr---^{n• •}

Issues and Problems of Tralnig

In

the Informal Sector"

i~

^{the Sudan}

Issues and problems of training in the informal sector in Sudan are abun- dant . They range from the general to. the specific.and have political, eco- nomic, social and adminstratrive dimensions. The relatively .more'pfcrni- nentof these issues and problems are high-lighted hereafter:

l-Lack ofa complete and detailed.picture.ofthe informal sector in the Sudan on the. basis of which training can be provided realistically and

e f f e c t i v e l y . ' . .

2-Absence of a comprehensive national strategy for the development of the informal.sector . Admittedly, there are bits andpieces of policy statements scattered here and there within other sectors " . . 3-Inadequacy of the capacity of training institutions to meet the growing

needs of the informal sector. In the area of vocational training, for example, the maximum intake of all the centres peryear is 2500 pul- pils, while the artisans workshops employ 12,000 apprentices annually.

i.e. four times the enrollmet of the VTCs .

4-Lack of coordination among the many organizatioqs working in train- ing in the informal sectors which in all probability will result in dupli- cation of effort and wastage of meagre resource. An example in this regard is the vocational training programme.which.is given idenqcally by the

Ministry.

of Labour, the Ministry of Social Planning, some de- partment trainig units, and some NGOs . .

5-Absence of strong an<i infleuntial organizations in the.informal sector at the level of microenterprises . The only. worth wile organization which exists now is the artisans general union. One of its drawbacks is that it is highly central aI}d its presence is barely felt outside Khar- toum state. Establisahment of such organizations and their spread t9 all States could enhance education and training in the informal sector.

6"IIl:

ability

of.individual srnalhsize establishment in the informal sector to. meet the cost of· training their. employees . The crucial question owners are faced with is whether it is worth it to invest in employees who may leave the place at any time.

¥.'

•

("@tt- mce --^{my3- -}

Policy Mea§ures & Strategies For Realistic Traing Approa(:he§.For Devel()ping &.Strengthepin.g'.Vocational. Te,chnical'& l\1anagement

Skill~,

,For

Entrepreneuri;dDevelopms:itt

In

The Inform@1 SectorIn

:.rhe.~u~ .

I-G?vernII1en.t should commission a country-wide survey of the informal sectoriIi:'order to accumulate 'information and data on. .the bases of which policies and strategies, including those to training, are.formnlat- ed.

2cAbtive in"olvement of

organiz~tionsinthe

informal sector such as the general union'u£ Artisans in discussing the problems and constraints in the area of training, and in the initiation of relevant policy measures ._{, _ , I .}

, '.",.;

.3-A"doptionofilar~emeasures 'of decentraltizationwherebythe central

·.units conc,erned witfi,education and trainingin the iIlf~rmalsector ." shoul~limit 'th~irlnandates to general policies, and issues~f,national nature' and leave the operational aspects tothestatesandlocaN:mthori- ties .

4-Proper survey of training needs in the informal sector in order to pro- vide realistic basis for currical and programme design in the education- , al and training institutions.

5-Acceleration of the setting up of the National Council For Training and the commissioning of the National Training Fund in order to overcome the organizational and financial problems on facing the informal sector in the area of training .

6-Encourging the states to establish their own training institutions, pre- . ferably in the form of multi -purpose training centres in order to pro- vide management, technical and vocational training in the same place making full use of existing facilities and reducing costs. . 7·As women and youth make up the bulk of informal sector these two

categories should be well accommodated in training policies and pro- grammes and their special training needs should at all times be taken into consideration .

8-In view of the severe shortage of able and compenent trainers, it is pro- posed to establish a special institute or centre for training of trainers.

It should be of a national character in order to meet the needs of the States in employing good trainers . An alternative is to inject training

?··";2·-····-

of trainers programmes into existing institutions .

. ^{. '}

9~Conveningof

a national conference on theinforfual seetorin

i:h~Si.r·(·

danin which all concernedpardes willparo.cipate . 1n.e ptop6s¥con ference should serve a number of good purposes chief amongwhich are :-

a-Emphasize the importance Of theinfo'mmlsector " . .' . ' b-Generate. interest of all the parties concerned in

the.issues and.prob-

lems facing the informal sector: '. '...' '. . ... ' ..' , c-Disseminate important information about the informal sector spe-

cially data collected through the proposed country-wide survey.

d-.l.nvolve/:111the parties

concerned

iJ;l. thefonnulatiOIl()f policies

and

strategies including those Oil training, based on presentations and

discussion

in the conference.. . '. " " ;, . e-Commitmentof all the parties concerned to the outcome of the con-

'ference in terms Of

policies,

strategies, progrannnes, procedures etc...such commitment

should.easore,a

reasonable degree of unity of direction and a large measure of coordination and cooperation

among

the partiesconcerned. ' '

,'< ." ,