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 Pooja
Pradhan
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A) My working situation:
I have been working in Skill and know
how imparted at local level (SKILL-Nepal),a technical and vocational
training provider, since August 2003 as a Program Officer.My major
responisbilitiess include:
Developing marketing strategies for launching different mode of skill
training,rapport building with international organizations and private
sectors to run cost recovery training packages,yearly plan of
operation,endorsing income verification system for the
graduation,coordinating with section in charge and trainers in running
training programmes,feasibility study and supervision and monitoring of
on going training, formulation of training cost and preparing
successful case stories of graduates.
The
core objective of the organization as well as my duties
concentrates in identifying marketable trades and imparting quality
training in employable trades to our target group and also work towards
self sustainability of the organization. The major challenges has
been in linking our graduates to the world of work(conflict
situation in the country ),increase the number of graduates,limited
women friendly trades and maintain standard quality training at
minimum cost.
B) My challenge in the workshop:
1.
Subsidizing vocational and technical training in rural areas
Our target group in rural areas can not afford to pay the training fee.
Therefore, training has to be fully subsidized.
Along with subsidizing training for the participants, there are also
cases when the participants in rural areas have to be given daily
allowance (DA) to attend the training instead. (However, SKILL-Nepal
does not have this provision.)
From the point of view of a training provider:
We can subsidise only as long as we have a funding body. In order to
lessen the burden on single donor, we do the following:
• Expect the local partners to contribute in kind or cash.
• Run franchising courses with F-SKILL.
• Run cost recovery trainings for financially sound organization.
Besides the above three options, how can SKILL continue to run
subsidized training in rural areas as well as sustain the organization?
2. Increase
the number of graduates per training.
SKILL maintains a quorum of 12-15 participants per training and on an
average conducts around 23-24 training packages a year. The concern has
always been that the number of graduates is very low in comparison to
the national demand for skilled manpower. The other internal concern is
that the organization overhead cost has been high. In order to
contribute to the former and decrease the latter, SKILL needs to
increase number of trainees. This is one solution everyone agrees to
but there is a dilemma that trainers of SKILL have. They feel that the
moment number of trainees per training is increased; it will affect the
quality of our training.
The issue here is, "Isn't
it better to produce 10 committed and efficient graduates rather than
produce 20 unproductive graduates?"
3. Limited
women friendly trades
In Nepal, it has been observed that the moment there is a question
about imparting skill development training to women; it is limited to
sewing, knitting and beauty parlor. SKILL-Nepal has tried imparting
skill especially for girls and women in computer repair &
maintenance and electronics. However, we have not been able to
replicate it further in rural areas.
Isn't there an example of
other skill development training that has been provided to women and
has been a success? If so, the sharing of such type of trainings could
be a learning for us.
C) My contribution:
Success story of training in leather
shoe making
Training in leather shoe making for people belonging to "sarki"
community (traditional cobblers). This training focuses on the
upliftment of traditional occupation whereby trainees are taught to
design and produce shoes and slippers as per market demand and
commercialize their traditional profession. The case story will revolve
around the impact made by this training in the lives of people in rural
areas.
D) My topics
1. Mobile units
2. Organizing Demand and Supply trainings
3. Working on gender mechanisms
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