[Wigsat-l] Technology-based vocational skills training for marginalized girls and young women

[Sophia Huyer]

Technology-based vocational skills training for marginalized girls and  
young women

Authors: Dunkley,G.; Haddad,C.
Produced by: UNESCO Bangkok (2008)

In most impoverished communities, there has long been a heavy reliance  
on self-help mechanisms and micro-enterprise development (especially  
among women) in the informal economy for household and community  
survival and local income-generation. The introduction of practical,  
competency-based skills development for marginalized girls and young  
women is very likely to improve access to increased earning  
opportunities, as well as further training and learning for those who  
have previously had a limited connection with formal education. Such  
skills development opportunities can be particularly powerful for  
girls and young women, helping them play a more pro-active role in  
improving personal and community prosperity.

This manual was prepared within the framework of UNESCO's project  
"Technology-based Vocational Training for Marginalized Girls," which  
was implemented in Indonesia from 2002 to 2006. The overall purpose of  
this manual is to facilitate the expansion of the role of technical  
and vocational schools to include shorter-term, nonformal vocational  
and technical skills development for marginalized out-of-school girls  
and young women in various locations in Indonesia.

It is intended for use by officials of the Directorate of Technical  
and Vocational Education (Dikmenjur) (Indonesia); headmasters and  
teachers of upper secondary technical and vocational schools; members  
of local communities; provincial, district and city government  
officials; and existing and potential local NGO and research partner  
staff and institutions.

The training provides practical, competency-based skills development  
which enables participants to capitalize on their innate local  
knowledge, experience and community assets to generate decent work and  
sustainable livelihoods at a local level.

Modules include:
* community analysis and needs assessment * socialization process and  
participant selection * curriculum development * training methodology  
and learning activities * post-training follow-up and provision of  
support * monitoring and evaluation * mobilizing resources Each module  
includes tool such as checklists, learning activity/lesson plan  
format, course planning/curriculum format, sample interview forms,  
sensitization workshop / focus group discussion guidelines, and skills  
development needs analysis guidelines.

Available online at: http://www.eld is.org/cf/rdr/? 
doc=41173&em=140109⊂=gender
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