SCORE_Apprenticeship_Guide_Manual by AVSI Uganda

SCORE APPRENTICESHIP GUIDE Facilitatorâ&#x20AC;&#x2122;s Guide

This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Sustainable Comprehensive Responses for Vulnerable Children and their Families (SCORE) project and do not necessarily reďŹ&#x201A;ect the views of USAID or the United States Government.

Table of Contents Preface................................................................................................................................................................ ii Acronyms.......................................................................................................................................................... iii List of appendices..............................................................................................................................................iv 1.0. INTRODUCTION..................................................................................................................................1 1.1. What is SCORE?.......................................................................................................................................... 1 1.2. What is Apprenticeship?.............................................................................................................................. 1 1.3. SCORE Apprenticeship Model.................................................................................................................... 1 1.4. Why has SCORE decided to implement an Apprenticeship Programme?............................................... 2 1.5. Main objectives of the SCORE apprenticeship Programme..................................................................... 2 2.0. APPRENTICESHIP IMPLEMENTATION CYCLE (critical pathway).................................................3 2.1. Pre-Placement phase................................................................................................................................... 4 2.1.1. VAT and NAT....................................................................................................................................................... 4 2.1.2. Verification of pre-selected youth...................................................................................................................... 4 2.1.3. Market survey/Research...................................................................................................................................... 4 2.1.4. Identify and select trainers.................................................................................................................................. 4 2.1.5. Career guidance for youth.................................................................................................................................. 6 2.1.6. Youth & caregivers orientation........................................................................................................................... 6 2.1.7. Matching beneficiaries with master artisans.................................................................................................... 7 2.1.8. Artisan orientation............................................................................................................................................... 7 2.1.9. Signing MOU........................................................................................................................................................ 9 2.2. Placement phase......................................................................................................................................... 10 2.2.1. Placement and commencement of practical skills training..........................................................................10 2.2.2. Life skill training................................................................................................................................................10 2.2.3. Provide additional trainings.............................................................................................................................10 2.2.4. Monitoring Progress..........................................................................................................................................11 2.3. Post-Placement phase................................................................................................................................ 12 2.3.1. Exit interviews with the trainees prior to graduation...................................................................................12 2.3.2. Graduation..........................................................................................................................................................12 2.3.3. Post Graduation opportunity identification...................................................................................................13 2.3.4. Ongoing support after graduation...................................................................................................................14 2.3.5. Apprenticeship tracer questionnaire-Measuring impact..............................................................................14 2.5. Programme Reflection.............................................................................................................................. 15 2.6. Summarised outline of the implementation phase.................................................................................. 16 Appendices........................................................................................................................................................ 17

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Preface

SCORE developed this Apprenticeship Guide to teach implementing partners how to conduct a structured, effective and sustainable Apprenticeship Program. This second edition of the Guide was revised to better meet the needs of users. Our revision was based on our first year of experience implementing the Apprenticeship Program and a wide range of stakeholders provided feedback. The Government of Uganda Skills Development Initiatives For The Youth provided guidance for the revisions being made. Thanks to the following SCORE staff and interns for their valuable contribution during the process of revising the manual: Mr Massimo Zucca (SCORE Chief of Party) Rebbeca Nyonyozi (CARE/SCORE PM) Edward Taban (TPO PM) Luciano Valla (PM AVSI) Claire Urbain(CARE/AKF Intern) Anna Benetello (AVSI Intern) Farouk Jiwa (CARE USA) Grace Majara (CARE Uganda) Innocent Bidong Ogaba (Senior Technical Advisor, Socio-economic strengthening, spearheaded the development of this Score Apprenticeship Guide) Rita Larok(AVSI) SCORE Team

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Acronyms AVSI

Association of Volunteers in International Service

FHI 360

Family Health International 360

TPO

Transcultural Psycho-social Organisation

M&E

Monitoring and Evaluation

MOU

Memorandum of Understanding

SCORE

Sustainable Comprehensive Responses for Improving the Lives of Vulnerable Children and their Households

VSLA

Village Savings and Loans Association

Financial Literacy

Implementing Partner

SPM

Selection, Planning and Management

OVC

Orphans and Vulnerable Children

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Appendices Appendix 1: Memorandum of Understanding Template Appendix 2: Monthly Monitoring Questionnaire Appendix 3: Training Curricula and Performance Appraisal Form Appendix 4: Exit Questionnaire Appendix 5: Tracer Questionnaire Appendix 6: Market Survey Tool Appendix 7: Apprenticeship List Appendix 8: Attendance Register Appendix 9: Graduation Certificate Appendix 10: VAT Form - SCORE Vulnerability Assessment Form Appendix 11: NAT Form â&#x20AC;&#x201C; Needs Assesment form

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1.0 INTRODUCTION 1.1 What is SCORE? The Sustainable and Comprehensive Responses for vulnerable children and their households (SCORE) is a USAID funded programme implemented by a consortium of four organisations: AVSI Foundation, CARE International, TPO and Family Health International 360 (FHI 360). SCORE aims to decrease risks for vulnerable children and their households by improving their socio-economic, food and nutrition status; increasing availability of protection and legal services; and building their capacity to access or provide critical services.

1.2. What is Apprenticeship? The Apprenticeship Programme is a job skills training process. During an apprenticeship, we put youth in structured, short-term placements to learn specific trades with supervision and coaching by master artisans. The Apprenticeship Programme is one of SCOREâ&#x20AC;&#x2122;s strategies to improve the socio-economic skills of youth from vulnerable households. When youth are taught how to start their own business or learn skills necessary for gainful employment, household income increases and the socio-economic status of households improves.

There are two different kinds of apprenticeship: Informal and Formal Informal Apprenticeship: Youth learn skills while working in small enterprises, learning alongside a craftsperson Formal Apprenticeship: Youth learn skills while working in small enterprises, learning alongside acraftperson. On the job learning is supplemented with classroom instruction.

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1.3. SCORE Apprenticeship Model The SCORE Apprenticeship model is a hybrid model borrowing from both the formal and informal model. It involves placement of youth identified from vulnerable households, with local artisans. The apprentice works with the master artisans and learns the respective trade on the job. The master artisans, who are more experienced or knowledgeable, help to mentor the less experienced trainees in the selected trade, guided by a structured curriculum. Our Apprenticeship model is more cost effective and practical than sending youth to for to formal vocational institutes. The formal vocational institutes, which exist for similar training, are often located far from the youth and require expensive attendance fees. Placing youth with artisans near their households reduces cost and time spent in transit. It also helps to mitigate household vulnerability since the youth still live at home and can support their families with household responsibilities and other activities.

1.4. Why has SCORE decided to implement an Apprenticeship Programme? According to the Ugandan Bureau of Statistics (2002), approximately 40% of Ugandans are between the ages of 10 to 24 years. These youth pose challenges to the community and the nation because the majority have few skills, little education, and hardly any employment opportunities. A number of barriers are to blame for this, including an obligation to support their households, geographic isolation, poor infrastructure and the inability to afford school fees, amongst others. To address these issues, the government of Uganda has come up with a number of policy frameworks. Apprenticeship is one of the key recommended interventions for orphans and vulnerable children in the National Strategic Plan. The national framework for orphans and vulnerable children (OVC) quality standards also calls for training and capacity building programmes to equip vulnerable children and households with skills to improve their socio -economic security. In this way, SCORE is contributing to the national policy framework for OVCs and building the capacity of marginalised youth through structured apprenticeships. The Apprenticeship Programme is also cost effective and has the potential to create a substantial amount of jobs in Uganda’s informal sector.

1.5. Main objectives of the SCORE Apprenticeship Programme • Reduce youth unemployment in the project area and Uganda in general. • Increase access to skills development programmes for youth. • Improve technical and vocational skills of youth. • Increase income for vulnerable households.

Apprenticeship 2.0 Implementation Cycle To effectively implement a structured and successful Apprenticeship Programme for the youth selected from OVC households, a three-phased critical pathway is followed. Critical Pathway 1. Pre-placement 2. Placement 3. Post-placement

PRE – PLACEMENT

• Identification of youth from the NAT and the VAT • Selection of youths satisfying the criteria • Market research to identify viable trades • Identification of trainers • Trainer orientation • Career guidance to the youths • Orientation in order to manage the expectation of: – Youths – Care givers • Matching youth to trainer and signing MOU

Apprentice Life Cycle

PLACEMENT

POST – PLACEMENT

• Graduation • Post-graduation opportunity identification (Exit questionnaire) • On-going support after graduation • Tracer questionnaire

• Placement of youth • Monthly assessment and Monitoring youth by the IP and trainer: – Appraisal form – Monthly questionnaire • Other Training: – Life skills training – Financial literacy – Business skills – Village Savings Loans Association (VSLA)

2.1. Pre-Placement phase 2.1.1 Vulnerability Assessment Tool and Needs Assessment Tool Identify vulnerable households eligible for SCORE support using the Vulnerability Assessment Tools (VAT). Also identify youth from vulnerable households for possible placements in the Apprenticeship Programme using the Needs Assessment Tool (NAT) and the Household Development Plan. The VAT is a tool used by the SCORE implementing partners to determine which households qualify to become SCORE beneficiaries. The tools consist of a set of questions to be filled out by the implementing partner with a score ranging from 1-5. The maximum score is 130. Any household scoring below 40 is considered not vulnerable and will not be enrolled in the programme. The NAT is a tool used by the implementing partners to identify household needs in the areas of health care, child protection, financial services, education services and extension services (agric, fishery and vet). The results from the NAT assessment feed into the Household Development Plan.

2.1.2 Verification of pre-selected youth Verification is done using the selection criteria below: • Youth must be from SCORE selected households. • Youth must be between 14-30 years old. • Youth must be permanent residents in the area of operation. • Youth/Households should be willing to contribute to the programme. For example, they could contribute transportation, lunch or basic training materials. • Youth must be out of school at the time of the programme to prevent dropping out of school to join the programme.

2.1.3 Market Survey and Research The SCORE Apprenticeship Programme is committed to a demand driven approach that matches youth interests, skills and available resources to market opportunities for informal and formal employment. To determine the market demand of the available trades, we conduct a market survey using the Market Survey Tool to assess what kind of skills are in demand and which potential artisans to engage. We also adhere to the Relevance Principle: The chosen trade needs to be relevant to the needs and demands of the local market. If the market is saturated, the result is that people go through lengthy and costly training and then do not find jobs or are not able to sustain their own business.

Steps in conducting Market Research: The Market Survey Tool is designed to facilitate focus group discussions with key stakeholders identified in the District/Sub-county as well as youth in the community, in order to select the trades and respective artisans. To effectively use the tool, follow these steps: 1. Identify a wide range of stakeholders involved in vocational education and local business. For example: local government representatives, employees at vocational institutions, service providers, potential beneficiaries, local business owners, local trades people and youth. 2. Hold a focus group where all present stakeholders discuss the demands of the local market

and informally rate the available trades on a scale of 1 to 5. A score of 1 means the trade is not viable and a score of 5 indicates high viability. For details of the Market Survey Tool, please see Appendix 6.

2.1.4 Identify and select trainers Once we identify viable trades, the next step is selecting the most appropriate artisans for collaboration. The master artisans identified in the Market Survey will then be subjected to a verification exercise using the following selection criteria: • Artisans have no history of child abuse. • Artisans are exposed to basic child protection skills and information. • Artisans are engaged in the selected marketable trade. • Artisans have sufficient work places and basic tools. Gap analysis will be done for each artisan in terms of the equipment available and needed for the training. The option of purchasing training equipment for the artisan instead of paying them a training fee should also be considered. • Artisans’ businesses are near to the selected beneficiaries. • Artisans are available and willing to take on trainees. • Artisans demonstrable ability to mentor youth. • Artisans are not related to any SCORE staff. In case this is the case, a declaration must be designed and another SCORE staff member verifies if there is potential for conflict of interest. • Artisans are able to train youth in the basics skills listed in the training curriculum (Appendix 3). • Artisans have past experience working with youth. • Artisans have a strong reputation in the community. Note: If none of the artisans meet the basic minimum standards, you can consider other SCORE initiatives. It is important to only work with quality artisans.

2.1.5 Career guidance for youth

Before the training begins, staff and artisans need to counsel youth about what skills they will acquire. This helps the youth understand what they will be learning, make informed decisions and prepare for the training. The counselling takes place in focus group discussions, and is guided by the following questions: • What trades are the youth interested in? • Why are they interested in those particular trades? • What are the marketable trades available in the community? Share the information from the Market Survey here. • Why is SCORE encouraging the youth to be enrolled in only marketable trades? • What can the project do to ensure there is no gender stereotyping during selection? Note: A SCORE staff member should be present during these discussions. Gender Consideration Conducting the mandatory Market Survey for the most appropriate trades and providing career guidance and orientation enables youth to select the most appropriate trade, regardless of the gender stereotypes associated. This addresses the issue of gender stereotyping. The Market Survey also helps youth make informed decisions about the trades regardless of their gender.

2.1.6 Youth & caregivers orientation

The training begins with an orientation. Orientation will likely be the first time apprentices will hear about the SCORE programme in detail and have the opportunity to ask questions. Orientation is crucial to managing the expectations of the youth before placement.

During orientation, the following key themes will be discussed: • What is apprenticeship? • What is the SCORE apprenticeship model? • What are the expectations of the youth? and the care givers? • What does the project expect from the youth and from the care givers? • What additional support and trainings will be provided during and after the training to enhance youth’s chances to successfully start and operate businesses or get gainful employment? Facilitator’s must be able to clearly articulate SCORE’s objectives and programming during the orientation. SCORE recommendations for orientation based on our first year’s training: • What sort of support will be provided to the youth by the project? SCORE will pay training fees to artisans, provide training curriculum, Certificate of Graduation, some basic training and start up toolkits. Trainees will be encouraged to save for their own starter kits through the VSLAs. When this is not feasible, SCORE will provide start up toolkits on a cost share basis for groups. This will be done on a case-by-case basis after identifying the capacity of the youth and respective household to provide for the toolkits. Another option is to give the toolkits on a loan basis, payable over an agreed upon time frame. • What contribution is expected from the youth and their households? Transport, lunch and some basic training materials. • What does the project expect from the youth? Interest and commitment to learn, time keeping, regular attendance and good behaviour. • Beyond supporting their placement to acquire technical skills, what other training is SCORE going to provide to the youth? Life skills, VSLA, business skills and financial literacy trainings. NOTE: At this point, some youth may decide to drop out. You may consider other SCORE initiatives for them.

2.1.7 Matching beneficiaries with master artisans After the above processes, youth have a clear understanding of the programme and are placed with their selected artisan.

2.1.8 Artisan orientation The purpose of the artisans’ orientation is to expose them to the concept of apprenticeship, coach them on how to effectively teach and work with youth, guide them on how to make the programme a success and level their expectations before signing the MOU with SCORE. The main themes to discuss during the orientation will include: • What is SCORE? • What is the SCORE apprenticeship model? • Benefits of participating in an apprenticeship programme.

BENEFITS FOR THE ARTISANS • The Apprenticeship Programme can improve their business and staff retention rate. • If the artisan hires the apprentice upon completion of the programme, the training can be used to develop the business workforce for the future. • The business will become more productive and competitive with the help of an apprentice. • The Apprenticeship Programme can create a better business image. Customers may favour your business because you contribute to the local community by training apprentices. • Training is cost effective. The artisan gains training fees and/or a starter kit.

• Expectations: What the project will provide to the artisan and what the project expects from the artisan. The facilitator can lead this discussion using the following SCORE recommendations: EXPECTATIONS • What sort of support will be provided to artisans by the project? SCORE will pay them training fees to train the youth or provide equipment in place of fees if needed. SCORE will provide training curriculum, on site support and business skills trainings. • What contribution is expected from the artisans? Space, equipment, time, technical expertise, verification of the training curriculum, interest and commitment to train the youth. • How long is the training period? This will be standardised in consultation with the artisans and based on our first year’s experience. It will differ from trade to trade (See Appendix 3).

• Which tools will be given to the artisans during apprenticeship? TOOLS FOR THE ARISAN • Training curriculum: the trainer must train the youth in the skills listed (Appendix 3). • Attendance register • Appraisal form: to monitor the progress of the trainee (Appendix 3).

Gender Consideration: Trainers must be sensitive to the concept of gender. Explain the benefits of having both genders as apprentices: • Widens the talent pool • Brings a different perspective to the workplace • Widens the customer base Trainers must be gender sensitive, especially when they are working with female apprentices in a male dominated sector.

2.1.9 Signing MOU The purpose of MOU is to set expectations, outline responsibilities and agree on important issues between the artisan and implementing partners (IPs). IPs will receive one MOU template. The MOU is developed in consultation with key stakeholders and outlines general information such as: the type of trade, where the training takes place, the training start and end dates, duration of the training, the name of the trainer, stipend paid to the trainers and provision for basic training material. Additionally, the contract outlines roles and responsibilities of the trainers and implementing partners (Appendix 1). Note: It is important to sign an MOU with the artisan only once they have agreed to SCORE’s terms and conditions. No one should be forced into the programme.

Training Period The training period ranges from 3 to 12 months. It cannot go beyond 12 months. Each trade determines its own ideal training period.

2.2. Placement phase 2.2.1 Placement and commencement of practical skills training When the apprentice arrives to begin training, it is likely their first exposure to the selected trade. Thus, it is essential for the artisan to model good behaviour and a positive attitude. It is also a good idea for the artisan to set rules regarding attendance, timeliness, work habits, and behaviours at the workplace. In the first few weeks, it will be clear whether or not the placement is a good fit for the apprentice. In most cases, the Artisan and the apprentice can work together to make the placement work well. However, on rare occasions, the placement is not suitable and the best option is for the apprentice to be placed elsewhere. Remember to update the apprenticeship register and the apprenticeship list (monitoring and programme tools) quarterly for reporting purposes.

2.2.2 Life skill training Before training on the specific trade, it is important to work with apprentices briefly on life skills. Equipping the youth with life skills will enhance their self-confidence, self-esteem, communication and negotiation skills as well as help them to make various life decisions. These skills also enable them to actively participate and thrive in the business world after completion of their placement. SCORE has developed a life skill manual. Selected staff from SCOREâ&#x20AC;&#x2122;s implementing partners have been trained in life skills and they will provide the life skill training to the trainees. The life skills training will be conducted concurrently with the technical training since it needs about 5-6 months to be completed (on average 2 half day sessions per month)

2.2.3 Provide additional trainings â&#x20AC;˘ Savings â&#x20AC;˘ Money

Financial Literacy (FL) training The FL training, (taken from the current SCORE adapted curriculum) should be conducted halfway through the technical training period. The FL training helps the apprentices learn basic skills related to earning, spending, budgeting, saving and borrowing money. It also contributes to strengthening decision making skills. Basic business skills training The business skills training, tailored from the Selection, Planning and Management training (SPM), enhances youth’s skills in business management and planning, marketing, record keeping, costing and pricing. It is best to conduct this training in the final quarter of the training, just prior to graduation.

2.2.4 Monitoring Progress Continuous monitoring is an essential part of the apprenticeship programme. The IP field officer is responsible for conducting informal discussions with the apprentices and artisans during their routine visits to assess progress and challenges. Further assessment can be done using the monthly questionnaire (see Appendix 2) and checking the Attendance Register (Appendix 8). It is important to check the attendance register in order to monitor absenteeism of the apprentice and, if needed, provide support to reduce absenteeism. The IP field officer is also responsible for conducting one home visit per quarter to visit the apprentice and the family of the apprentice. Appraisal form Jan AT THE WORKPLACE CUSTOMER CARE

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

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DIFFERENT TYPES AND USE OF TOOLS AND EQUIPMENT MEASURING

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CUTTING Theory of different type of timber and their property How to make bench 1 How to make bench 2 How to make bed How to make chair 1 How to make chair 1 How to make window 1 and its frame How to make window 1 and its frame How to make door 1 and its frame

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The artisan is responsible for monitoring apprentice progress with the Appraisal Form (Appendix 3). This tool lists the illustrated skills from the adapted curriculum. The artisan rates the apprentice on a scale of one to five to assess progress on each skill. A score of one implies little expertise on the skill while a score of five implies a high skill level. The artisan is responsible for assessing the apprentice on his/her ability in each category monthly. It is helpful to post this form on the wall of the training facility to create visual motivation for the apprentice. All apprentices will be able to see their scores in comparison with others. This is an accountable and visual method for motivating the apprentices to improve and practice their skills. Mid-way through the training, the implementing partner will conduct a questionnaire. This is an opportunity for the implementing partner to get feedback on whether the technical training is effective and to identify any problems.

2.3. Post-Placement phase 2.3.1 Exit Interviews with the trainees prior to graduation Prior to graduation, the IP will conduct an Exit Interview with the apprentice, the artisan and the care giver (see Appendix 5). The purpose of the Exit Interview is to reflect on the programme, discuss any challenges faced, and whether to make any changes to the programme in the future. This also provides an opportunity for the IP field officer to provide further career guidance to the apprentice. Additionally, the field officers should encourage the apprentices to seek out all support services available. These services include: VSLA, bank linkage, and undergoing additional entrepreneurship skills trainings.

2.3.2 Graduation The IP is responsible for planning a formal graduation ceremony for their apprentices. A certificate of accomplishment will be awarded to each trainee (Appendix 9). Receiving a certificate motivates youth to look for employment and boosts self-confidence.

Graduatio

2.3.3 Post Graduation opportunity identification After completing the training and with guidance, the apprentice has multiple opportunities to think about. The apprentice can become: • employed by the artisan who trained them • employed in another tradesperson’s shop • self-employed if they wish to start their own business

Apprentice Graduation

Self-employed

Wage employedformal or informal sector

Unemployed

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2.3.4 Ongoing support after graduation Providing ongoing support after graduation enhances the chances for apprentices to be successful and take advantage of the opportunities available. The SCORE consortium provides support in the form of advanced business trainings, financial linkages and additional career advice and guidance. Additionally, all apprentices are encouraged to join a VSLA once they graduate, which will provide another form of support. The IP should also encourage the apprenticeâ&#x20AC;&#x2122;s family to take part in the support process and encourage youth to explore all opportunities. Start Up Kits SCORE clearly recognises the need for start up toolkits to boost youthâ&#x20AC;&#x2122;s chances of finding employment or starting their own business. However, to encourage ownership and ensure sustainability, we prefer to support youth to procure their own kits through VSLA. If they cannot cover the entire amount needed for the starter kit, the IP can contribute using the cost-share principle, which considers a variety of factors, including family contribution, to determine the amount of financial support available

2.3.5 Apprenticeship Tracer Questionnaire We use the Tracer Questionnaire outlined in Appendix 5 to evaluate the impact of the Apprenticeship Programme in terms of how it is contributing to reducing youth unemployment. The IP should conduct the Tracer Questionnaire with graduates every six months after graduation for two years in order to achieve meaningful data. The information gathered in the questionnaire provides evidence on graduatesâ&#x20AC;&#x2122; employment or unemployment as well as the status of their businesses. This data helps SCORE evaluate whether skills acquired are marketable and whether the market research was done appropriately.

Furthermore, the Tracer Questionnaire provides an opportunity to collect further information about the relevance of the graduates’ training, the impact of the programme and the effectiveness of the support services. SCORE’s learning leads to creation of a stronger programme for future apprentices. Additionally, data gathered will provide crucial information to assess whether the Apprenticeship Programme is worth the resources.

2.4. Programme Reflection Programme reflection is essential to improve the programme for the next cycle of apprentices. The consortium and its partners review all aspects of the programme, from the trades selected, to how to improve the technical and business training aspects of the programme. The following elements are reviewed carefully: • The trades chosen • The recruitment process • The orientation programme • The monitoring process • Ongoing support Note: The IP is responsible for writing a final report after each apprenticeship cycle detailing lessons learned, challenges faced and a proposal for the next cycle.

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2.5. Summarised outline of the implementation phase Below is an outline that summarises all stages of programme implementation, the different actors and their roles in the implementation of the programme. IMPLEMENTING PARTNER • Selection of the youth • Market analysis PRE-PLACEMENT

• Identification of the trainer • Provide career guidance to youth

APPRENTICE

TRAINER

• Be committed and willing to start the training

• Level expectations and attitude in compliance with SCORE

• Agree to terms and conditions of SCORE apprenticeship programme

CARE GIVER • Be willing to support the youth (transports, lunch, materials) • Level expectations and attitude in compliance with SCORE

• Orientation to trainer, youth, care giver

PLACEMENT

• Monitor the youth • Attend training every month regularly through MONTHLY • Sign the attendance QUESTIONNAIRE register • Check the • Keep time attendance register • Model good • Get the feedback of behaviour the trainer and the caregiver • Be committed

• Show interest and commitment to training youth

• Conduct other trainings (life skills training, FL, SPM)

• Inform the IP of any problems

• Plan graduation and award certificate

• Identify post graduation opportunities

• Be sure the youth • Support youths acquired all the skills in their postneeded graduation projects

• Put skills acquired into action

• Evaluate the possibility of retaining the youth or referring them to another workplace

• Help to identify the post-graduation opportunities • Conduct Exit Interview

POST-PLACEMENT • Continue

monitoring youth

• Support youth as needed • Conduct Tracer Questionnaire • Write reflection report

• Make sure the youth sign the attendance register • Assess youth monthly using appraisal form

• Support the youth as needed • Check on the artisan and youth progress • Encourage youth to attend training regularly • Inform the IP of any problems

• Respect the conditions agreed upon in the MOU

Appendices

This appendix includes all the essential tools for the SCORE apprenticeship programme as well as brief instructions explaining how to effectively utilise them.

Appendix 1: Memorandum of Understanding This document sets out the terms and conditions of employment. It is an agreement under the Sustainable Comprehensive Responses for Vulnerable Children (SCORE) programme funded by USAID. An agreement is made on the day ___________________ of ____________,_________________, between the: Implementing Partner Organisation IP name : Contact person: Address: Phone Number:

and the Artisan Company name: Contact / responsible person: Phone Number: Training provided: Training facility address: Tel: with the intention of contributing towards achieving the SCORE project goal, which is to decrease the vulnerability of critically vulnerable children and their households by giving apprenticeship training to the youth listed below: No.

Name of the students in apprenticeship

SCORE Code

1. 2. 3. 4. 5. 6. 7. 8. 9.

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The Implementing Partner Organisation and the Artisan hereby agree on the following.

Terms of the Apprenticeship: Period of Placement The apprenticeship will last for ___________________ months beginning on ___________________(date) and ending on ________________________________(date). Stipulation of Roles Implementing Partner hereby agrees to: (1) Provide a contribution to the service provider in exchange for training services for the apprentice, with the following details: Total cost per single apprentice: _____________________________________________________ Number of apprentices:_______________________________________________________ Total cost to be paid to the artisan: ___________________________________________________ The total amount will be paid in the following number of installments: __________________ So subdivided: Installments

Date

Amount

1st 2nd 3rd 4th 5th 6th Grand total

The amount of money will cover everything required for the implementation of the training: training materials, tools, and training fees. If there is adjustment of compensation (any direct provision of tools and/or material by the IP to the artisan), the two parties will attach a dedicated explanation of their agreement to this MOU.

If an apprentice does not finish the programme, the Implementing Partner will stop paying the artisan for the amount of money due for that apprentice.

(2) Provide a mandatory orientation to the programme for the apprentices. Subjects to be discussed: appropriate work behavior, timeliness, work ethic, expectations, the benefits of the programme and repercussions for misconduct. (3) Provide the artisan with an Attendance Register.

(4) Perform field visits in order to ascertain the progress of the apprentice according to the training programme: - Visit the training facilities at least once a month. - Visit the apprenticesâ&#x20AC;&#x2122; homes at least once per quarter. (5) Monitor the progress of the apprentice using the following monitoring tools: - Apprenticeship Monthly Monitoring Questionnaire (Appendix 2). During the exercise the Officer of the Implementing Partner can verify the progress of the apprentice by consulting the Performance Appraisal Form, (Appendix 3) which should be updated monthly by the service provider. - After completion of the training, the Exit Interview (Appendix 4) will be administered. (6) Track the apprenticesâ&#x20AC;&#x2122; post-graduation experience using the Tracer Questionnaire (Appendix 5) provided by SCORE. (7) Act as an intermediary between the artisan and the apprentice, should there be any conflict.

Artisan hereby agrees to: (1) Provide effective training to the apprentice and make sure to teach all the skills outlined in the training curriculum adapted by SCORE. In the event that the artisan is not able to teach all the skills in the period agreed, it is his/her responsibility to extend the training period at no added cost to the Implementing Partner. (2) Supervise the apprentice closely to help with skills development and to build apprentice confidence. Give regular constructive feedback on apprentice performance as well as mentor and coach apprentice. (3) Have custody of all the training tools/equipment (if procured by the Implementing Partner) until the end of the training. (4) Monitoring the apprentice - The artisan must provide details on the progress of the apprentice at the end of every term to the Implementing Partner Organisation. - The artisan must keep an accurate record of the days the apprentice works on the Attendance Register and training schedule given by the Implementing Partner Organisation. - Fill in the Apprenticeship Skills Appraisal Form monthly and submit to IP. - In the event of long absence of the apprentice, inform the Implementing Partner. Safety Procedures In case of injuries or death of the apprentice, SCORE will not be liable for costs incurred. In the case of disputes If the artisan has a serious complaint about the apprentice, he or she should inform the IP contact person. The IP will arrange for an interview with the apprentice and will report the case to the SCORE staff concerned.

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Any dispute arising out of this Memorandum of Understanding will be settled politely by negotiation between the partners. If a disagreement between the IP and the artisan still exists, the dispute will be settled by the respective agency by indicating an outside arbiter to be approved by the affected parties. Please confirm your acceptance of this agreement by signing this Memorandum of Understanding. On behalf of: Implementing Partner:____________________ Service provider: _________________________ Name: ________________________________ Name: __________________________________ Title: _________________________________

Title: ___________________________________

Signature: _____________________________

Signature: _______________________________

Appendix 2: Monthly Monitoring Questionnaire The monthly monitoring questionnaire is utilised to determine how the apprenticeâ&#x20AC;&#x2122;s skills have progressed, whether they are facing any challenges, and generally how they are enjoying the programme. This questionnaire should be filled in and utilised as a reference tool by IP field officers. There are only a few questions that they must write down.

Apprenticeship Monthly Monitoring Questionnaire Date: _______________________________ Name of Field Officer: ________________________ Name of Apprentice: ______________________________________ HH Code:_______________________________________ Name of the training centre: ________________________________________________________ Which skills have you learnt? _______________________________________________________________________________ _______________________________________________________________________________ Which skills can you perform without supervision? _______________________________________________________________________________ _______________________________________________________________________________ Which skills do you struggle with? _______________________________________________________________________________ _______________________________________________________________________________ What challenges are you facing? (transport, lunch, materials, etc.) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ How do you plan to overcome these challenges? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

21 1

How many days were you absent this month? Why? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Do you enjoy working with your trainer? With the other employees? _______________________________________________________________________________ Do you have any other concerns? _______________________________________________________________________________ _______________________________________________________________________________ IP, are there any actions that you must take at this point? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Appendix 3: Training Curricula and Performance Appraisal Form The training curriculum indicates the basic skills each apprentice must have at the end of the training. It is fundamental that during the artisan identification process that the IP selects those artisans who are able to provide these skills within the allotted time frame. The Performance Appraisal form will test the apprentices on technical skills each month. This will ensure that the skills progression of the apprentice is properly tracked based on the curriculum. The apprentice will be graded every month on a scale of one to five. One implies little expertise in the skill and five implies a high skill level.

COMPUTER BASICS ORIENTATION:  Definitions  Type and use of computer HOW TO INSTALL A COMPUTER MICROSOFT OFFICE:  Microsoft Word

Period: 3 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

 Microsoft Excel  Microsoft Power Point  Microsoft Access GRAPHIC AND PRESENTATION:  Indesign  Corel Draw  MS Publisher  Photoshop SCANNING AND PRINTING INTERNET  Internet terminology  Different types of browsers and their configuration  Setting internet connection

23 1

Appraisal form Jan Theory: definitions, type and use of computer How to install a computer Microsoft Word Microsoft Excel Microsoft Power Point Microsoft Access Indesign Corel draw Ms Publisher Photoshop Scanning & Printing Internet terminology Different types of browsers and their configuration Setting internet connection

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

BRICKLAYING Training curriculum HEALTH AND SAFETY AT WORKPLACE CUSTOMER CARE DIFFERENT TYPES AND USE OF TOOLS AND EQUIPMENTS HOW TO MAKE DIFFERENT TYPES OF BRICKS HOW TO MIX SAND AND CEMENT

Period: 10 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

STUDY AND PREPARE THE AREA CHOSEN FOR THE STRUCTURE CONSTRUCT FOUNDATION BASE FOR:  Simple structures (1/2 rooms)  Bigger structures (4/5 rooms)  Structures of shapes other than 90 degrees CONSTRUCT FLOOR:  The first level of the floor  The final floor CONSTRUCT WALLS:  External  Internal FINISHING  Plastering internal wall  Rendering external wall  Construct different design by using cement

25 1

Appraisal form Jan HEALTH AND SAFETY AT THE WORKPLACE CUSTOMER CARE DIFFERENT TYPES AND USE OF TOOLS AND EQUIPMENT HOW TO MAKE DIFFERENT TYPES OF BRICKS HOW TO MIX SAND AND CEMENT STUDY AND PREPARE THE AREA CHOSEN FOR THE STRUCTURE FOUNDATION BASE FOR simple structures (1/2 rooms) FOUNDATION BASE FOR bigger structures (4/5 rooms) FOUNDATION BASE FOR structures of shapes other than 90 degrees 1st LEVEL OF FLOOR: 2nd LEVEL OF FLOOR EXTERNAL WALLS INTERNAL WALLS PLASTER INTERNAL WALLS RENDER EXTERNAL WALLS CONSTRUCT DIFFERENT DESIGN WITH CEMENT

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

CARPENTRY Training curriculum SAFETY AT WORKPLACE CUSTOMER CARE

Period: 10 months

NAME & USE OF TOOLS AND EQUIPMENT ______________________________________ ______________________________________  Hand tool ______________________________________  Power tool1 ______________________________________ ______________________________________ ______________________________________ MEASURING AND CUTTING DIFFERENT TYPES OF TIMBER AND THEIR PROPERTIES MAKE AND REPAIR FURNITURE:  Benches  Bed  Different types of table  Different types of chair  Different types of windows and their frames  Different types of doors and their frames  Other tools FINISHING  Sand papering  Vanishing  Painting

27 1

Appraisal form Jan HEALTH AND SAFETY AT THE WORKPLACE CUSTOMER CARE DIFFERENT TYPES AND USE OF TOOLS AND EQUIPMENT MEASURING CUTTING Theory of different type of timber and their property How to make bench 1 How to make bench 2 How to make bed How to make chair 1 How to make chair 2 How to make window 1 and its frame How to make window 2 and its frame How to make door 1 and its frame How to make door 2 and its frame How to make other tools Sand papering Vanishing & painting

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

CATERING Training curriculum HOUSE KEEPING:  Personal hygiene and grooming  Cleaning guest room  Make-up guest room  Room maintenance FOOD AND BEVERAGE SERVICE:

Period: 9 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

 Setting up a restaurant  Receiving the guests  Taking orders  Providing hygienic environment FOOD PRODUCTION:  Preparation of stock  Preparation of sauces and roux  Preparation of soups  Preparation of salads  Fast dishes  Baking  Traditional dishes  Preparation of starters  Preparation of desserts

29 1

Appraisal form Jan Personal hygiene and grooming Cleaning guest room Make-up guest room Room maintenance Setting up a restaurant Receiving guests Taking orders Providing an hygienic environment Preparation of stock Preparation of sauces and roux Preparation of salads Fast dishes Baking Traditional dishes Preparation of starters Preparation of desserts

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

COMPUTER MAINTENANCE Training curriculum COMPUTER FUNDAMENTALS:  Computer basics (Microsoft Office and internet)  Introduction to computer hardware and software COMPUTER ASSEMBLING:  Assemble the computer

Period: 4 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

 Configure and install operating system and applications SOFTWARE INSTALLATION:  PC Boot Process DOS. Function and File system  Windows XP  Windows 7  Windows Vista Architecture  Operating system. Installations, Procedures, Booting Procedures  Windows configurations & Adding device drivers BASIC OF NETWORKING:  Cabling and Characteristics  Install and Configure an NIC INTERNET CONFIGURATION COMPUTER DIAGNOSTIC:  Diagnose faults and identify the repairs necessary  Necessary backups for the security of customer data before repairs  Perform repairs to rectify faults  Check computer for performance

31 1

Appraisal form Jan Computer fundamentals Assemble the computer Configure and install operating system PC Boot Process DOS Windows XP Windows 7 Windows Vista Architecture Installation, procedures and booting procedures of operating system Windows configurations & adding device drivers Cabling Installation and configuration of an NIC Internet configuration Diagnose faults and identify the repairs necessary Backups Perform repairs to rectify faults Check computer perfomance

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

ELECTRONICS Training curriculum CUSTOMER CARE HEALTH AND SAFETY AT THE WORKPLACE INTRODUCTION:  Name and use of tools and equipment  Difference between electric and electronics TYPES OF SPARES

Period: 12 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

DIFFERENT TYPES OF ELECTRONIC CIRCUITS (phone, radio, television, computer)  Repair and maintain the most important items ASSEMBLE AND REPAIR ELECTRONIC EQUIPMENT WIND AND REWIND ELECTRONIC EQUIPMENT INSTALLATION OF ELECTRONIC EQUIPMENT MODIFY ELECTRONIC CIRCUITS

33 1

Appraisal form Jan Customer care Health and safety at workplace Name and use of tools and equipment Theory: the difference between electric an electronics Types of spares Theory of the electronic circuit of phones Repair or modify electronic circuit of phones Theory of the electronic circuit of radios Repair or modify electronic circuit of radio Theory of the electronic circuit of television Repair or modify electronic circuit of television Theory of the electronic circuit of computer Repair electronic circuit of computer Wind and rewind electronic equipments Installation of electronic equipments Modify electronic circuits

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

HAIR-DRESSING Training curriculum HOW TO MAINTAIN A SALOON HEALTH AND SAFETY AT THE WORKPLACE CUSTOMER CARE RETOUCH:  Knowing different type of hair  Type and use of chemicals and oils

Period: 7 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

RELAX WASHING SHAMPOO & SETTING CONDITION HAIR LEAVENING STEAMING STYLING:  Shaping  Combing PLAITING:  Braiding  Twist  Pencil  Weave  Dreadlocks  Unplaiting

35 1

Appraisal form Jan How to maintain a saloon Health and safety at workplace Customer care Retouch (knowing different type of hair and use of chemicals and oils) Relax Washing Shampoo Setting Condition hair Leavening Steaming Styling (shaping and combing) Braiding Twist Pencil Weave Dreadlocks Unplaiting

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

METAL FABRICATOR Training curriculum SAFETY AT THE WORKPLACE CUSTOMER CARE

Period: 10 months

USE AND MAINTAIN EQUIPMENTS & MACHINES

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

MEASURING & CUTTING HEATING JOINING DESIGNING HOW TO MAKE:  Different types of windows  Different types of doors  Beds  Gates

37 1

Appraisal form Jan Customer care Health and safety at workplace How to use tools and equipments Measuring Cutting Heating Joining Designing Make window 1 Make window 2 Make door 1 Make door 2 Make bed Make gate

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

MOTOR BOAT MECHANICS Training curriculum HEALTH AND SAFETY AT WORKPLACE CUSTOMER CARE

Period: 12 months

HOW TO USE AND MAINTAIN TOOLS AND EQUIPMENT

REPAIR AND MAINTAIN THE EXTERNAL PART OF THE ENGINE REPAIR AND MAINTAIN THE INNER PART OF THE ENGINE:  Engine block  Clutch Shaft  Cylinder  Piston

HOW TO DISTINGUISH GOOD AND SPOILED PARTS WIRING GEARBOX

39 1

Appraisal form Jan Customer care Health and safety at workplace How to use and maintain tools and equipments Repair and maintain external part of the engine Repair and maintain the engine block Repair and maintain the clutch shaft Repair and maintain cylinder Repair and maintain piston Distinguish good and spoiled parts Wiring Repair and maintain gearbox

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

MOTORCYCLE MECHANICS Training curriculum HEALTH AND SAFETY AT THE WORKPLACE CUSTOMER CARE USE AND MAINTAIN TOOLS AND EQUIPMENT INTRODUCTION  Name and functions of motorcycle parts  Different types of engines

HOW TO REPAIR TYRES AND WHEELS HOW TO REPAIR AND REPLACE SUSPENSION SYSTEM HOW TO REPAIR FUEL SYSTEM  Repair carburetor  Repair fuel system REPAIR SERVICE COOLING SYSTEM  Repair radiator  Repair fuel pumps  Repair fan  Service water pump and thermostat REPAIR AND MAINTAIN TRANSMISSION  Repair gearbox  Repair clutch system  Repair drive train REPAIR AND MAINTAIN ENGINE  Overhaul engine  Tune engine REPAIR ELECTRICAL SYSTEM  Repair ignition system  Repair self-starter system  Repair lighting system  Repair charging system

41 1

Appraisal form Jan Health and safety at workplace Customer care Use and maintain tools and equipments Name and functions of motorcycle parts Different type of engines Repair tyres Repair suspension system Repair carburettor Repair fuel system Repair fuel pumps Repair radiator Repair fan Repair service water pump and thermostat Repair gearbox Repair clutch system Repair drive train Overhaul engine Tune engine Repair ignition system Repair self-starter system Repair lightning system Repair charging system

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

MOTOR VEHICLE MECHANICS Training curriculum HEALTH AND SAFETY AT WORKPLACE CUSTOMER CARE USE AND MAINTAIN TOOLS AND EQUIPMENTS INTRODUCTION  Name and functions of vehicle parts HOW TO REPAIR, CHANGE AND BALANCE BREAKE, TYRES AND WHEELS

SERVICE TRANSMISSION SYSTEM  Change transmission fluid of different clutch systems and gear boxes  Grease propeller shafts REPAIR AND MAINTAIN MECHANICAL AND HYDRAULIC BRAKING SYSTEM REPAIR AND MAINTAIN VEHICLE ELECTRICAL SYSTEM SERVICE AND REPAIR ENGINE REPAIR AND MAINTAIN STEERING SYSTEM REPAIR AND MAINTAIN FUEL SYSTEM OVERHAUL: CLUTCH GEAR BOX FINAL DRIVE REPAIR AND MAINTAIN SUSPENSION SYSTEM AND CHASSIS

43 1

Appraisal form Jan Customer care Health and safety at workplace Use and maintain tools and equipments Theory: name and functions of vehicle parts Repair, change and balance tyres Change transmission fluid of different clutch system and gearbox Grease propeller shafts Repair and maintain vehicle electrical system Service and repair engine Repair and maintain steering system Repair and maintain fuel system Overhaul clutch

Overhaul gearbox

Overhaul final drive Repair and maintain suspension system Repair and maintain chassis

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

TAILORING Training curriculum HEALTH AND SAFETY AT THE WORKPLACE CUSTOMER CARE USE AND MAINTAIN TOOLS AND EQUIPMENT CUTTING & MEASUREMENT HOW TO MAKE BY HAND AND BY THE TAILORING MACHINE WITH PAPER AND WITH CLOTH:

Period: 8 months ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

 Different types of baby dress  Shirts  Pairs of shorts  Girls and boys uniforms  Casual wear for adults and babies  Trousers for adults  Different types of traditional wear PERFORM FINISHING:  Make different types of buttons  Apply different types of zip  Decorate the dress

45 1

Appraisal form Jan Customer care Health and care at workplace Use and maintain tools and equipment Cutting & measuring Make baby dresses by hand on paper Make baby dresses by tailoring machine on paper Make baby dresses by hand on clothes Make baby dresses by tailoring machine on clothes Make shirts by hand on paper Make shirts by tailoring machine on paper Make shirts by hand on clothes Make shirts by tailoring machine on clothes Make shorts by hand on paper Make shorts by tailoring machine on paper Make shorts by hand on clothes Make shorts by tailoring machine on clothes Make uniforms by hand on paper

Feb

Mar

Apr

May

Jun

Jul

Aug

Sept

Oct

Nov

Dec

Make uniforms by tailoring machine on paper Make uniforms by hand on clothes Make uniforms by tailoring machine on clothes Make casual wear for adults by hand on paper Make casual wear for adults by tailoring machine on paper Make casual wear for adults by hand on clothes Make casual wear for adults by tailoring machine on clothes Make trousers by hand on paper Make trousers by tailoring machine on paper Make trousers by hand on clothes Make trousers by tailoring machine on clothes Make traditional wear by hand on paper Make traditional wear by tailoring machine on paper Make traditional wear by hand on clothes Make traditional wear by tailoring machine on clothes Make buttons

Apply zip

Decorate dress

471

Appendix 4: Graduation Questionnaire The Graduation Questionnaire will be utilised at the end of the programme as a conclusion to the programme. This questionnaire will place emphasis on reflection of the programme. The apprentice, the Artisan and the care giver will be asked if there are any aspects of the programme they would change, which skills they have learnt, how they feel about the artisanâ&#x20AC;&#x2122;s teaching abilities and how they plan to pursue the initial goal they set at the start of the apprenticeship programme. Please note, the questions that are starred are those that must be written down.

Apprentice Graduation Form Date: ________________________________________________________ Name of Field Officer Name of Apprentice: _____________________________________ HH code_________________ Name of HH head: _______________________________ Name of the trainer________________ Trade Selected: ______________________________ Length of the training;__________________ 1. Current Address: _______________________________________________________________________________ _______________________________________________________________________________ 2.

What practical skills did you learn?

_______________________________________________________________________________ _______________________________________________________________________________ 3.

you Do have any skill you feel you still need to learn?

_______________________________________________________________________________ _______________________________________________________________________________ 4.

Did you like your trainer? What he/she a good trainer? (circle) poor

average

good

excellent

5. Did your family support you during the training? If yes, how? _______________________________________________________________________________ _______________________________________________________________________________ 6.

Was the SCORE Apprenticeship programme a good experience overall? poor

average

good

excellent

7. Were there any parts of the programme you would change? _______________________________________________________________________________ _______________________________________________________________________________ 8. Were you able to earn money during the training (either from home, your own customers, or at the training centre) ?

 Yes

 No

9. If yes, how much per week? _____________________________________________________ 10. What are your plans for the future? How will you achieve these future plans? _______________________________________________________________________________ _______________________________________________________________________________ 11. Do you still consider self-employment an option?

 Yes

 No

12. Will you consent to a tracer questionnaire in 6 months and a year’s time? The information gained from this questionnaire will help us evaluate the effectiveness of the programme to make it better.

 Yes

 No

FAMILY 1. Did you support the youth during the training? How? _______________________________________________________________________________ _______________________________________________________________________________ 2. Was the youth able to raise the family income thanks to the skills acquired? _______________________________________________________________________________ _______________________________________________________________________________ 3. Can you support him or her now? How? _______________________________________________________________________________ _______________________________________________________________________________

TO THE TRAINER: 1. How did the youth behave during the training? (Level of attendance, level of commitment, etc.) _______________________________________________________________________________ _______________________________________________________________________________ 2. Would you employ him or her?

 Yes

 No

491

3. If not do you know any workplace where you can recommend him or her? _______________________________________________________________________________ _______________________________________________________________________________ 4. If not do you think he or she will be able to open his or her own business?

ď ˛ Yes

ď ˛ No

IP: 1. Future action planned by the IP to help the youth after the training: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Appendix 5: Tracer Questionnaire The purpose of the Tracer Questionnaire is to measure the impact of the SCORE Apprenticeship Programme. The Programme is intended to help unemployed youth gain skills and find employment. The information gathered informs SCORE regarding what the graduates are doing, whether they are employed or self-employed, and how viable their businesses are. It is an opportunity for the IP field officer to collect further information about the relevance of their training, the impact of the programme and the effectiveness of the support services. It also aids in creating a stronger programme for future apprentices.

Apprenticeship Tracer Form Date: __________________________________________________________________________ Name of Apprentice: ___________________________________ HH Code_______________ Trade Selected : __________________________________________________________________ Name of Field Officer: ____________________________________________________________ 1. Current Address (sub-county): _______________________________________________________________________________ 2. Are you:  Employed (formal sector )

 Employed (informal sector)

 Self-Employed

 Unemployed

3. Was your participation in the SCORE apprenticeship programme useful?  Yes

 Neutral

 No

4. Has the certificate you received when you completed your training been useful?  Yes

 Neutral

 No

5. Is there demand for your trade in your area? Yes 

Some 

Please answer if employed: 6. Average income you earn per month: ______________________________________________

51 1

Please answer if employed in the formal sector: 7. Please give the name and address of your employer: _______________________________________________________________________________ _______________________________________________________________________________ 8. Sector of the business:__________________________________________________________ 9. How long did it take you to find your current job? (months)____________________________ 10. Are there any problems with your current job?

 Yes

10.1 If yes, which kind of problem?

 No

 Poorly paid

 Bad relationship with the employer

 Do not like the job

 Other (please explain)

Please answer if you are self-employed: 11. Sector of your business: ________________________________________________________ 12. Address of your business: _______________________________________________________ 13. What was the source of the start-up capital? (If more than one answer, specify the percentage)

 Family (trough VSLA)

 Family (personal savings)

 Yourself (VSLA)

 Yourself (personal saving)

IP 14. What was the amount? _________________________________________________________ 15. Who helped you set up your business?

 IP

 Trainer

 family

 Person out of the programme

16. How long after graduation from the Apprenticeship Programme did it take you to start your own business? (Months) ________________________________________________________ 17. What did you do in between?

 Nothing

 Casual work

 Employed in the same sector

 Employed in another sector

18. What problems are you currently facing in running the business? _______________________________________________________________________________ Please answer the following if you are unemployed: 19. What have you done since graduation?  Nothing  Casual work

 Employed in another sector

 Employed in the same sector  Self-employed

19.1 If employed or self-employed, what caused the employment termination or business troubles? ________________________________________________________________

20. What do you think are the reasons why you are unemployed even though you completed your training? _______________________________________________________________________________ _______________________________________________________________________________ 21. What are you intending to do to solve the problem of your unemployment? _______________________________________________________________________________ _______________________________________________________________________________ Answer by all respondents: 22. Would you recommend to others that they do a programme similar to the one you did?

ď ˛ Yes

ď ˛ No

23. Do you have any suggestions or comments about the programme? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ The Programme Officer is expected to collect the data and compile the information in an excel spreadsheet. Here is an example of the excel spreadsheet: NAME

HH CODE

531

Appendix 6: Market Survey Tool The Apprenticeship Market Survey Tool is designed to facilitate focus group discussion with key stakeholders identified in the District/Sub-county and Youth in the community. Steps: 1. Identification of key stakeholders SCORE implementing partners identify and list key stakeholders involved in implementation of apprenticeship/vocational skills programmes in their respective areas. This list will inform the IPOs on whom to invite for the focus group discussion. The list may include but will not be limited to: • Vocational training institutions • Relevant government department (Community development, Education, Gender, etc.) • SCORE project staff • Potential service providers such as hotels, garages, farms, local artisans, etc. • Potential beneficiaries (youth from VCO households) 2. Invite identified stakeholders for the focus groups. 3. Hold focus group discussion with invited stakeholders: The following procedures may be followed during the focus group discussion: • Introduction • Objectives of the meeting • Setting of ground rules • Use of the focus group discussion checklist to guide the discussion Focus group discussion using a checklist: The facilitator can guide discussions using the following checklist: • What are the main types of vocational trades in the district/sub county that you think we can engage our youth in through apprenticeship to enhance their socio-economic skills base? E.g. building, welding, agriculture etc. • For each of the vocational trades identified, who are the service providers/Artisans in your area? E.g. for motor vehicle mechanics you can come up with a list of garages in the area that may potentially provide opportunity for placements. • For each of the identified vocational trades, what do you think is the level of supply and demand in the current market? The levels of demand will be determined by the Scoring and Ranking Methods outlined below: – Ask participants to split into 3 or 4 homogenous groups (e.g. youth, service providers, etc). Ask each group to brainstorm and agree on a score for each trade identified. Each group can discuss amongst themselves and agree on what score to give to each trade based on their experience and local knowledge. Use the Scoring Matrix to mark decisions: 5-Very high; 4High; 3-Average 2-Low 1-Very low. - After all the groups have finished scoring for all the identified trades, the facilitator can draw up the following table and ask each group to come and fill in their scores.

â&#x20AC;&#x201C; After filling in all scores, the average score for each trade is calculated and the trade with the highest score is ranked as most marketable. For example in the above scenario, Bricklaying has the highest average score of 4, so it is the trade with the highest market demand. Thus in terms of prioritization, the project will first consider placing trainees for bricklaying, followed by hairdressing, catering and mechanics last. Groups

Average score

Trade Brick laying

Catering

Hair dressing

3.8

1.25

Motor vehicle mechanics Etc

â&#x20AC;&#x201C; One participant can present the above results for validation by all the members. Members will discuss the presentation and agree. The facilitator can then ask them the next question to summarize the discussion. If you were to select the top 5 marketable vocational trades, what would they be? 4. OUTPUT The output from the Focus Group Discussion will be a list of prioritized marketable trades that will guide the placement of youth.

551

Appendix 7: Apprenticeship list The apprenticeship list is a Programming Tool for the quarterly report. It must be updated at the end of every quarter. Here is an example of the excel spreadsheet and how to fill it in. S/N

District of origin of the youth Kampala

Sub-county of origin of the youth Nsambya

Name of the youth

Anna Benetello

Sex

IPO

KLA

Member HH code A-KLA-00340

Name of artisan/ institution Boom Saloon

2 3 4

Address/ contact of the artisan / Institution Nsambya

Sector

Hair dressing

Date of start

01/03/2011

Actual Length of lenght of the training (months) in the training the MOU 6

Global cost of the training 150000

MOU (Yes/Not)

yes

Status

Date of completion

Completed

01/06/2013

on going dropped out

Work status

unemployed

Comments

Work Status after 6 months

employed

Comments

cook in a school

Work Status after 12 months

Comments

Work status after 18 months

unemployed she got fired self after 5 months empolyed due to her abseteeism

Comments

her saloon

Appendix 8: Attendance Register The IP will develop the Attendance Register based on the example below. At all follow up visits to the training centre, this tool will be checked in order to monitor the absenteeism rate of the trainees. The IP will plan adequate actions in case of high level of absenteeism. NAME

DATE:

Signature

DATE:

Signature

DATE

571

Appendix 9: Attendance certificate This certificate will be given to all apprentices who have successfully completed the training at the graduation ceremony. All apprentices must have also attended to life-skills training and business training to receive a certificate. The IP is in charge of filling in the certificate with the correct information.

591

Appendix 10: Attendance certificate SCORE Vulnerability Score Form No.

QUESTIONS AND FILTERS

Interviewer Name and ID

Date of Interview (day /month/year)

District Code

Sub – County/ Division Name

Parish Name

Name of the Household Head

Name of Index Child

Date of Birth of the Index Child (day /month/ year)

Sex of the Index Child

d d

m m

ID No

6. Village Name

d d

m m

DON’T KNOW..............2020 1. Female

2. Male

Did the Agency/CBO/NGO receive funding from USAID (Track 1 Project)? YES NO

Is the index child/household a former Track 1 beneficiary? YES NO

Section A: Protection

CODING CATEGORIES: ( If yes to any of the category in the question, score 5, if no score 0)

10.

Has the child been involved in the following: (Ask the child/parent/guardian)

Child Labor /Street child /Child Mother

11.

Has the child been involved in the following forms of child abuse or neglect? (Ask and observe the child)

Psychological abuse / Physical abuse / Sexual abuse / Child Neglect

12.

Has the child ever been involved in alcohol/ Substance consumption/use? (Ask the child)

Drinking Alcohol/Local Brew / Smoking / Petroleum sniffing / Drugs

13.

Child has a chronic disease (Ask the child/parent/guardian)

HIV/AIDS / Sickle Cells / Epilepsy

14.

Child has a Disability (if the disability is physical/observable please don’t ask)

Deaf / Blind / Physical / Mental

15.

Do you know anyone who can help you in case you need legal assistance for the following? If Yes, then ask them to list the places and tick the one where they go among the answers:

Child Neglect / Sexual Abuse / Property grabbing (If yes score 0 and if No score 5) Police__ , LC__, Probation and welfare office/ CDO__, Human rights agencies

Score

Section A: Total Score Section B: Food Security 16.

17.

What does the child usually eat? Energy foods: (potatoes, banana, oils, posho, Usually means at least 3 times a week millet, rice, maize, bread, cassava)(If Yes, score 0 (Ask the parent/guardian and then a child to & if No score 4) double check) Applicable to children of all age bracket (Breast Body building foods: (beans, meat, soya, peas, milk, eggs, chicken, fish)(If Yes, score 0 & if No score 4) feeding children takes all the food values) Protective and regulative foods: (tomatoes, oranges, pawpaw,mangoes, pineapple) (If Yes, score 0 & if No score 4) How many times does the child have meals in a 3 times a day (if yes, score 0), Twice a day (if yes, day? (Ask the parent/guardian and then a child score 3), Once a day (if yes, score 8), Not every to double check) day (if yes, score 10)

18.

Are there times when your household/child goes without meals due to failure to get food?

Yes (Score 5)

19.

If Yes, how often does the household/child go without meals?

At all times (if yes, score 3) Irregularly (if yes, score 2) Very rarely (if yes, score 0)

CODING CATEGORIES

No (Score 0)

Score

Section B- Total Score Section C: Economic Strengthening

CODING CATEGORIES

20.

1. 2.

What is your householdâ&#x20AC;&#x2122;s main source of income?

4. 5.

Formal employment ( If Yes, score 0) Informal employment (truck driving, boda-boda, rental units, askari/guards, subsistence farming, petty trading)( If Yes, score 6), Casual Labor(porter, builder) ( If Yes, score 8), Remittances ( If Yes, score 8), Unemployed ( If Yes, score 10)

- - - - - -

Children (if yes, score 5) Grand Parents (if yes score 4,) Relative(s) (if yes, score 3,) Mother (if yes, score 2,) Father (if yes, score 1, ) Others (if yes, score 5)

21.

How many people live in your household? What is the current total monthly household income?

22.

Who is the main contributor to household income?

Yes (Score 5)

Score

No (Score 0)

Section C- Total Score Section D: Family Strengthening- Critical Services 23.

Parenthood Status for the index child

- - - - - - -

Double orphan (if yes, score 6) Maternal Orphan (if yes, score 5) Paternal Orphan (if yes, score 4) Both Parents Absent (if yes, score 3) Mother Absent (if yes, score 2) Father Absent (if yes, score 1) Both Parents Alive (if yes, score 0)

24.

Guardian age/Parent age

Below 18 yrs(if yes, score 5), Above 65 yrs(if yes, score 3), Between 18-65 yrs(if yes, score 0)

25.

Guardians Health/Parents age

Has a disability (If Yes score 2, if No 0), Has a chronic disease [e.g. HIV and AIDS, Diabetes, cancer etc that affects working capacity] (If Yes to score 2, if No 0)

26.

What is the main source of drinking water for Piped/borehole/harvesting (If yes, score 0), members of your household? Surface water (If Yes score 5)

27.

Do you have Latrine facilities

Yes own (Score0 for Yes), Shared (Score 3 for shared), No (Score 4 for No)

28.

Does the index child go to school?

Yes (if Yes, score 0)

No ( if No, score 3)

29.

If Yes, does the child absent him/herself from school for at least 1 month in a term

Yes (if Yes, score 2)

No ( if No, score 0)

30.

When the index child is sick, what do you do? 1. 2.

Seek medical care/go to the Health Facility (score 0)

Others (If doesnâ&#x20AC;&#x2122;t seek health care, score 3)

Section D: Total Score Section E: Assessors General Impression

Score

32.

- Good Situation [can manage without support](If Yes score 0) - Fair Situation [could be considered for support] (If Yes score 2 - Bad Situation [should be considered for support] (If Yes score 8) - Critical Situation [eligible for support] (If Yes score 10) Total Child Score for sections A, B, C, D & E

671

Appendix 11: Attendance certificate SCORE NEEDS ASSESSMENT FORM-HOUSEHOLD DEVELOPMENT PLAN District

Sub-County/Division:

Parish:

Interviewer Code

Organization for Interviewer

Date of Interview

__/___/___/

----------------------------

CODE Name (surname, first names)

Date of birth (dd/mm/ yy)

Birth Card (Y/N)

Village

__________/_______/ ____________/

Household Code (from VAT)

-------------------------------

Relationship HIV Status Name of school Sex (M/F) to if student OR index child Occupation if not OR NA if child <3 yrs

Formal Education Class/ level completed

01 02 03 04 05 06 07 08 09 10 11 PMP RELATED QUESTIONS Does the HH know where to get the

1. Health care

YES

4. Education services

YES

following critical services in the community?

2. Child Protection services robation and legal)

YES

5. Extension worker (Vet, fisheries, agric) YES

3. Health care

YES

Have you access services from these points

1. Health care

YES

1. Education services

YES

when you needed them?

2. Child Protection services robation and legal)

YES

2. Extension worker ( Vet, fisheries, agric ) YES

3. Health care

YES

If NO why? Note that 1-5 refer to critical services above

HOUSEHOLD NEEDS ASSESSMENT

Describe the needs according to the 4 areas and in order of priority

HH CONTRIBUTION

Commitment of the household (who, what,)

PROGRAM CONTRIBUTION

Specify activities to be implemented what, no. of activities, for whom)

Signed by___________________________________ Title____________________ Date

____/_____/______/

691

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