ORPHANS AND VULNERABLE YOUNG PERSONS
APPRENTICESHIP TRAINING STRATEGY
Final Report
Submitted to National AIDS Commission (NAC)
Prepared by: Frank S. Banda (Consultant)
JUNE 2008
Table of Contents
ACKNOWLEDGEMENTS .....................................................................................................4
ABBREVIATIONS AND ACRONYMS ................................................................................5
EXECUTIVE SUMMARY .......................................................................................................6
1.0
INTRODUCTION .........................................................................................................8
2.0
Situational Analysis Of Ovyp Technical And Vocational Training ..............8
2.1
Policy Environment ..................................................................................................8
2.2
Existing Technical And Vocational Training Opportunities ..........................9
2.3
Accreditation Mechanisms For Vocational Apprenticeship Training
(Formal And Informal) ............................................................................................15
2.4
Training Costs For The Formal And Tailor-Made Apprenticeship
Training Programs. ................................. ERROR! BOOKMARK NOT DEFINED.
2.5
Selection Criteria For Eligible Ovyp For Apprenticeship Training ............15
3.0
OVYP TRAINING STRATEGY ...............................................................................16
3.1
Overall Goal ..............................................................................................................16
3.2
Overall Objective .....................................................................................................16
3.4
Strategic Objectives For Ovyp Training Strategy For Both Formal And
Informal ......................................................................................................................16
3.5
Formal Technical And Vocational Training Programmes ............................16
3.6
Informal Technical And Vocational Training Program (On-The-Job
Training And Community Based Training) ......................................................19
3.7
Values And Principles ...........................................................................................23
3.8
Principle Beneficiaries Of The Strategy ............................................................23
3.9
Key Audience And Responsibilities ..................................................................23
4.0
MONITORING AND EVALUATION SYSTEM FOR OVYP
APPRENTICESHIP TRAINING PROGRAM FOR BOTH THE FORMAL AND
INFORMAL TRAINING. ...........................................................................................26
ANNEX 1 : OVYP VOCATIONAL AND SKILLS TRAINING ACTION PLAN ...........27
ANNEX 2: SWOT ANALYSIS ............................................................................................33
ANNEX 3: COURSE DETAILS FOR TAILOR-MADE TRAINING PROGRAMS .......35
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List of Tables and Figures
Table 1:
Dominant Courses In Formal And Informal Programmes ....................10
Table 2:
Public Colleges ................................................................................................12
Table 3:
Private Colleges ...............................................................................................13
Table 4
Faith Based Colleges ......................................................................................14
Table: 5 Details Of Qualifications Offered In Various Programs In The
Training Institutions In Malawi ..........................................................................39
Figure 2: Diagrammatic Representation Of Tailor-Made And Community
Based Training Approach Of Ovyp ....................................................................21
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ACKNOWLEDGEMENTS
The team that has produced this Apprenticeship Training Strategy for the
Orphans and other Vulnerable young Persons (OVYP), would like to thank for the
contributions that came from a wide range of persons, institutions and groups,
mainly trainers involved in technical and vocational training in Malawi, as well as
NGO’s and District Assemblies for providing relevant information during
consultations.
Also recognized for their untiring efforts in the production of this document are
Mr. Jordan Banda, Ms. Linda Phiri and Mr. Felix Chalamanda. They did play vital
roles ranging from assistance in the initial data collection and analysis of the
findings, preparation of the report and proof reading of the same respectively.
Suffice shall it be to sincerely thank the provision of clear terms of reference for
the Consultancy by the National AIDS Commission in Malawi (NAC) as well as
the willingness by NAC to provide available literature for review. The team also
wishes to express sincere thanks to the Board and Management of NAC for their
consideration for vocational skills training for the OVYP in Malawi. This
consideration is a noble call and every calling is always great when greatly
pursued. It is the team’s belief that the recommendation herein proposed would
be pursued for the betterment of the OVYPs in Malawi.
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Abbreviations and Acronyms
AIDS
CBET
CBO
DAC
DHS
FBO
HIV
HRD
JC
KVTC
M&E
MANEB
MEDI
MSCE
NAC
NGO
OVYP
SASO
SDI
SWO
SWOT
TEVET
TEVETA
TVET
VRS
Acquired Immune Deficiency Syndrome
Competency Based Education and Training
Community Based Organization
District AIDS Coordinator
Demographic Health Survey
Faith Based Organization
Human Immunodeficiency Virus
Human Resource Director
Junior Certificate
Kamuzu Vocational Training Centre
Monitoring and Evaluation
Malawi National Examination Board
Malawi Enterprise and Development Institute
Malawi School Certification Examination
National AIDS Commission
Non Government Organization
Orphans and Vulnerable Young Persons/people
Salima AIDS Support Organisation
Skills Development Initiative
Social Welfare Officer
Strengths, Weaknesses, Opportunities and Threats
Technical, Entrepreneurial, Vocational Education and Training
Technical Entrepreneurship and Vocational Education and Training
Technical, Vocational Education and Training
Vital Birth Registration System
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EXECUTIVE SUMMARY
The training strategy has been developed to reinforce the livelihood support
mechanisms for Orphans and Vulnerable Young Persons (OVYP) by equipping
them with technical and vocational skills. The objective is drawn from the
realization of the negative effects HIV and AIDS has created on the OVYP.
Without any targeted intervention these OVYP have no definite destiny. Hence,
empowering public, private institutions and other agencies’ to commit themselves
in mitigating the effects of the country’s HIV and AIDS on Orphans and other
Vulnerable Young Persons (OVYP) is seen as the best option in supporting and
improving the livelihood of this group.
However, the main challenge has been the increased number of Orphans and
Other Vulnerable Children (OVC) in Malawi. It is estimated that there are over
one million Orphans countrywide, of which many of them are vulnerable and lack
basic necessities like access to education, food, shelter, clothing and
psychosocial support. These result in, among others, early marriages, early
school dropouts, early pregnancies and increased risk of HIV infection.
As such, the Government of Malawi and other organisations continue to envision
the need to come up with strategic interventions and develop the orphaned and
other vulnerable young persons. This entails striving to provide for their livelihood
support mechanisms of which technical and vocational education and training
(TVET) has proved to be one of the most effective interventions. However, there
is no clear-cut strategy that would empower communities to conduct the needs
assessment and identify the most vulnerable children for technical skills training
programs as well as their respective training mechanisms and how to access the
national accreditation and certification. Therefore, the strategy suggests that
alongside normal interventions that Malawi Government and other organisations
and NGOs are providing to OVYP, there is need that the OVYP be given an
opportunity to an increased access to vocational and technical skills, which will
empower them economically. Furthermore the strategy recommends the
alignment of interventions put up by various institutions and government
agencies towards purportedly to economically empower the OVYP. This will
reduce duplications and promote efficiency and effectiveness in service delivery.
As the main focus of the strategy centres on improved access to equitable and
cost effective formal and informal vocational and technical apprenticeship
training, the crucial issues identified to achieve this include; Improved community
participation in vocational skills training of OVYP, leading to a greater
participation of the private sector and other stakeholders in implementation and
financing of training; Increased OVYP enrolment into the public and private
training institutions; Enhanced sustainable livelihood of OVYP graduate trainees;
Use of improved curriculum in informal tailor-made programs to necessitate valid
certification on successful completion of the course and possible access to
upgrading courses. This will be realised by leaning the strategy on; integrating
OVYP TVET into the TEVET mainstream programmes. This will entail revision of
the recruitment process to allow for increased number of OVYP; coordinated
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OVYP Apprenticeship Training Strategy
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participatory implementation of training programs by all stakeholders, placing
greater focus on increased cost-sharing and mobilization of additional resources
to achieve quality training; well articulated Accreditation and certification
mechanisms which are transparent and ensures sustainability and quality
community based vocational training; an enabling environment for a muchenlarged role of the private sector participation in training and supporting OVYP
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1.0
INTRODUCTION
HIV and AIDS is the primary cause for the increasing destitution among Orphans
and Other Vulnerable Children (OVC) in Malawi. The estimated percentage of
HIV and AIDS preverance rate as indicated in the National Plan of Action for the
period 2005-2009 by Malawi Government is approximately 14.4% for the
individuals aged between 15-49 years. Although the incidence of HIV and AIDS
appears to have stabilized in Malawi, an increase in numbers of OVCs over the
next ten years cannot be ruled out. With chronic poverty among many Malawians
the challenges coming from HIV and AIDS more especially on OVYP require a
multisectral approach. The importance, therefore of OVYPs accessing the
vocational technical training skills could not be over emphasized. Vocational and
technical skills have proved as strong livelihood supporting pillar as it provides a
long lasting solution to combat and overcome the effects of HIV and AIDS among
the OVYP.
By providing access to vocational and technical skills to the OVYPs the
programme will help in reducing the plight of these OVYPs to risk to harmful
behavior and experiences that come with the pandemic. Provision of technical
and vocational education and training has been related to among other things:
Reduced incidences of child labour, reduced risky behavior among the OVYP,
reduced early marriages and sexual exploitation and prostitution among the
OVYP
The Government of Malawi has demonstrated commitment by providing capacity
building policy strategies as indicated in the National Policy on Orphans and
Other Vulnerable Children (OVC). The policy states that there is need to facilitate
vocational skills training for older out-of-school orphans based on individual
needs and with the existing training systems in Malawi to ensure self reliance.
2.0
SITUATIONAL ANALYSIS OF OVYP TECHNICAL AND VOCATIONAL
TRAINING
Situation on the ground has indicated that not much has been done to enable the
OVC benefit from the existing formal apprenticeship training programs. Although
the situation seems conducive, interventions on the sustainable OVYP livelihood
have been limited.
2.1
Policy Environment
Malawi launched the National Policy on Orphans and Other Vulnerable children
in 2003.The policy endeavors to facilitate support for, care, protection and
development of OVYP in a coordinated manner in order to provide them with an
environment in which they realize their full potentials. More recent is the
development of a National Plan of Action (NPA) for orphans and other vulnerable
Children (OVC) (2005-2009), which indicates Malawi’s continued commitment to
mitigate the effects of the plight of OVC. The NPA marks a recognized need for
pragmatic steps of cooperation that will ensure the rights of all OVC are fully met
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OVYP Apprenticeship Training Strategy
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in Malawi. The plan outlines clear actions to be taken, necessary to promote the
survival growth, well-being, development and protection of OVYP. Besides, one
of the instruments to ensure that in and out of school older OVYP become self
reliant, is to provide them with technical and vocational skills training. The revised
National Policy on OVYP of 2003 as well as National Plan of Action for OVYP for
the period 2005 – 2009 equally underlines the same.
Current statistics show that over 500,000 young people without skills enter the
labour market annually – registering an unemployment rate of close to 90%. Nonformal employment within traditional agriculture practices no longer provides
alternatives for young people due to population pressures on land hence
environmental degradation, and increased expectations from formal employment.
This further has resulted into mass migration of unemployed youth without any
skills to urban areas causing further strain on Malawi’s fragile economy.
Therefore, realizing the stiff competition that arise due to high demand for
employment, and the OVYP being the most affected ones, acquisition of special
skills would provide an alternative for both wage and self-employment.
2.2
Existing Technical and Vocational Training Opportunities
The current vocational training in Malawi focuses varied areas and follows
different training approaches, namely formal and informal. The formal training
approach follows a specific training curriculum and methodology of
implementation. It has well structured recruitment process, monitoring system,
assessment and certification process. Programmes under this category are; the
formalized apprenticeship programs, parallel apprenticeship programs and tailormade programs. The Informal training approach follow on- the- job and
community based training methodologies and does not have specific training
curriculum, hence, does not provide recognized qualification.
A wide range of courses are available and offered in Malawi by various training
institutions. Some courses are dominant in the formalized methodology of
delivery and others by nature are predominantly implemented following the
informal approach. This entails existence of varied assessment and certification
and duration. To ensure quality, TEVETA is mandated to register and accredit all
institutions that offer vocational training in Malawi. Informal sector skills
development programs mostly targets the un-employed youth in the informal
setting who have had no opportunity to build their career through the
conventional means of technical college education. Of the programs currently
running, the most dominant is the Skills Development Initiative (SDI) whose
objective is to improve informal skills development among the youths using the
already existing system of traditional apprenticeship. While in the formal sector
the most dominant program is the apprenticeship training, which has adopted
competency-based delivery system with flexible entry and exist depending on
competencies achieved and credits accumulated. Through the apprenticeship
scheme, the youth receive more specialized and job specific training in the public
and private technical colleges
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Formal courses take at least six months and may last up to four years. These
courses have well structured assessment and certification process. Trainees are
awarded with certificates of achievement like the TEVET certificates awarded by
TEVETA, Trade Test Certificates awarded by the National Trade Testing, City
and Guilds Certificates awarded by city and guilds of London, Malawi and
Advanced Malawi Craft Certificates awarded by Malawi National Examinations
Board ( MANEB). All these certificates are accredited by the Malawi Government
through the Ministry of Education, Science and Technology.
The informal programmes basically do not last long. The course duration vary a
day to six months. Certification mostly is certificate of attendance. Only in few
cases that trainees undergoing training through this approach have access to
formal qualifications. As depicted in the table below, courses dominant in the
formal and informal programmes are;
Table 1: Dominant Courses in Formal and informal Programmes
Courses
Dominant
Programmes






















2.3
in
Formal
Auto mobile Mechanics,
Painting & Decoration
Plumbing
Motor vehicle body repair
Carpentry and joinery
Book keeping
Accounts
Electrical Installation
General Fitting
Wood Work machining
Refrigeration and air conditioning
Welding and fabrication
Cabinet making
Computer packages.
Food Production
Driving
Mechanical Engineering
Auto Mobile Engineering
Electrical Engineering
Business administration
Secretarial studies
Bricklaying
Courses
Dominant
Informal Programmes









in
Tailoring
Hair dressing
Tinsmithing
Basket making
Knitting
Horticulture
Carpentry and Joinery
Bricklaying
Fishing
Technical and Vocational Training Providers
The training institutions that offer the various courses in TVET are placed in three
categories which are Public, Private, Faith Based training institutions. These institutions
offer both formal and informal programmes. Public training institutions are further split
into government institutions and grant aided. Other institutions in the public institutions
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OVYP Apprenticeship Training Strategy
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are from the parastatal sector like Malawian Entrepreneurs Development Institute
(MEDI) and Malawi Council for the Handicapped (MACOHA). All these institutions
operate under the supervision of the Ministry of Education, Science and Technology
as follows;
2.3.1 Public and Grant Aided Colleges
Public and Grant Aided colleges are highly dependent on government subvention
as such more often than not are perpetually under-funded, and, their income
generating capacities remain un-developed. The costs for training a trainee in the
formal and tailor-made programs vary from amongst the various categories of
training providers based on the type of trade, duration and type of certificate to
be attained. Tables 2 & 3 below have details of colleges which are public and
grant aided, courses offered and fees required for each program but for other
details like certification, entry qualification, duration and fees required for a
specific college and course : see Annex 4
Table 2: Current admission requirement for formalized program for each
semester plus 15% of currency devaluation in the next five years
College Category
Public colleges
Polytechnic
Requirements per Term
Tuition
Boarding
Book Fund
Fees
fees
MK2, 000
MK3, 000
MK500
Parallel Program per Semester
Total
MK5, 500
MK216, 000.
NOTE: to include upkeep costs as determined from time to time
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Table 3: Public Colleges
Government
Colleges
Grant Aided
Colleges
Malawi
Polytechnic
Courses Offered

Livingstonia
Technical
College
Lilongwe
Technical
College
Namitete
Technical
College















Salima
Vocational
School
Mzuzu
Technical
College




Soche Technical
College




Auto mobile
Mechanics,
Painting & Decoration
Plumbing
Motor vehicle body
repair
Carpentry and joinery
Book keeping
Accounts
Electrical Installation
General Fitting
Wood Work machining
Refrigeration and air
conditioning
Welding and
fabrication
Cabinet making
Computer packages.
Food Production
Mechanical
Engineering
Auto Mobile
Engineering
Electrical Engineering
Business
administration
Secretarial studies
Bricklaying
Entrepreneurship
Tailoring
Tie and dye
Fees
per
Term/semester
MK216,000
MK5,500.00
MK5,500.00
MK5,500.00
MK5,500.00
MK5,500.00
MK5,500.00
Nasawa
Technical
College
Malawi College
of Accountancy
(MCA)
MK5,500.00
MEDI
Depend on
programme
MK35,000.00
free
MACOHA
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2.3.2 Private Technical Colleges
These among others include Phwezi Technical College and Mikolongwe. These
colleges are owned privately but have linkages with government and other
organizations in terms of their operations. Phwezi Technical College
accommodates TEVET students under CBET while other colleges implement
courses for NGOs that train various groups as part of their programs for
designated catchment areas. Other organizations/NGOs like World Vision Malawi
in collaboration with TEVETA and Mikolongwe Rural Skills Training Centre are
trying to assist the OVYP through implementation of what is called rural livelihood
program and TEVET induction program respectively. Privately owned colleges
are solely financed by private organization.
Table 4: Private Colleges
College
Courses Offered
Fees
per
Term/semester
Phwezi Rural Polytechnic



General Fitting
Carpentry and Joinery
Bricklaying
Phwezi
Centre


MK 25,000.00
Business
Management
Textile Design and
Garments
Food Production
Mikolongwe Vocational Centre





Carpentry and Joinery
Bricklaying
Tailoring
Computer Studies
Agriculture
SOS



Tailoring
Carpentry and Joinery
Welding
and
Fabrication
Bricklaying
Women
Training


MK 25,000.00
MK85,000.00
2.3.3 Faith based technical institutions
Various religious bodies manage technical institutions. These include Don Bosco
Youth Technical Institute, SOS, Andiamo, Miracle, Mtendere and St. John of God
Vocational Technical College.
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Most of these providers have sustainable funding mechanisms received from
external partners and some have even developed capacities for income
generation at institutional level see, Table 4 for details.
Table 5 Faith Based Colleges
College
Courses Offered
Fees
per
Term/semester
St Don Bosco Youth Technical Tailoring
Institute
Carpentry and Joinery
Brick Laying
Business
Andiamo
MIRACLE
Technical
Vocational School
and
Craft Training Centre
Mtendere Vocational College













Carpentry & Joinery
Bricklaying
Welding & Fabrication
Tailoring
Carpentry and Joinery
Agriculture
Electrical Installation
Food Production
Bricklaying
Tailoring
Tye & Die
Macramé
Carpentry and Joinery
Brick Laying
St John of God Vocational Carpentry and Joinery
College
Tailoring
Tye and Dye
MK100.00
Government
fully funds
KM25,000.00
Fully funded
2.3.4 Community based Training Centers
At community level, there are vocational centres built under various donations
and projects support initiatives but lack necessary capacity to roll out programme
implementation. The minimum entry qualification for these programs is Primary
School Certificate and beneficiaries to be from the catchment area. In most
cases courses are fully funded by the well-wishers and target the most venerable
boys and girls.
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2.4 Accreditation Mechanisms for Vocational Apprenticeship Training
(Formal and Informal)
In all training approaches, after completion of the training, students are offered
certificates according to the programme being pursued. The certificates available
are Trade Test Certificates grades 3, 2, and 1 by Malawi Government, Malawi
Craft and Advanced Malawi Craft by Malawi National Examinations Board
(MANEB) and City and Guilds Certificates by City and Guilds of London. Those
under TEVET CBET training system are offered Foundation, Intermediate,
Advanced certificates and Technician Diploma respectively according to the
levels achieved in the TEVET Qualifications Framework (TQF). The OVYP
Technical and Vocational training strategy will use the existing and recognized
accreditation mechanisms in Malawi of which the awarding bodies are;
 Trade Testing of Ministry of Labour.
 TEVETA
 MANEB of Ministry of Education Science and Technology
 The Malawi Polytechnic
 Public Accounts Examination Council (PAEC)
 Association of Chartered Certified Accountants (ACA)
For details on certification, see Annex 5
2.5 Selection Criteria for Eligible OVYP for Apprenticeship Training
The current vocational training system whether formal or informal does not
provide special consideration for the OVYP and recruitment is based on merit.
The OVYP who are recruited for tertiary education in any of public or private
colleges go there under sponsorship of individuals or private institutions like
Orphanages. Mchinji Orphan care is one such example.
However, the
recruitment system for apprenticeship programme ensures equitable access to
any deserving individual. This recruitment is done by government through
TEVETA. Currently the recruitment process ensure gender equity, has deliberate
policy to allow people with disabilities to equitable access both at recruitment
level and also support during training. OVYP with very good MSCE qualifications
have found their way into the training as long as they have fulfilled all
requirements for entry. But, the numbers are very low because many fail to
penetrate the vocational training opportunities because of stiff competition and
lack of fees.
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3.0
OVYP TRAINING STRATEGY
The OVYP training strategy has been developed to guide implementation and
programme. The strategy will form part and parcel of the national HIV and AIDS
policy by which organizations involved in mitigating the effects of HIV and AIDS
on Orphans and other vulnerable youth will join hands and put up programmes
aimed at improving the livelihood of the OVYP. The strategy will provide a
benchmark on which donors and implementing partners will base decisions on
interventions related to training and other interventions towards the OVYP. It will
serve as a common reference tool for Government and other implementing
agencies in guiding their efforts towards improving the lives of OVYP through
vocational and technical skills.
OVERALL GOAL
The goal for this strategy is to broaden OVYP opportunity of accessing
apprenticeship skills training in formal and informal programs.
Overall Objective
To increase numbers of OVYP in Malawi accessing quality and nationally
recognized vocational and technical skills in various occupations through
accredited trainers and training institutions to empower them economically and
find sense of purpose in their lives.
3.1 Strategic Objectives for OVYP training strategy for both Formal and
Informal
1. To broadening access of OVYP to technical and vocational training
2. To enhance quality of technical and vocational skills training for OVYP at
community level
3. To maintain adequate and sustainable financing and funding mechanisms
4. To monitor and evaluate implementation process of both formal and
informal training
3.2
Formal Technical and Vocational Training Programmes
3.2.1 Goal
Broaden OVYP opportunity of accessing apprenticeship skills training in formal
and informal programs. In pursuit of this goal, the intervention will provide a level
field that would enhance NAC, donors and other implementing agencies base
their decisions in supporting OVYP in Malawi
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Objective 1
To broadening access of OVYP into technical and vocational institutions
Strategy 1

Develop Mechanisms for increasing OVYP enrolment into public and
private technical institutions for formal apprenticeship training
Activities
 Harmonize and align all strategies that have a focus on training OVYP
vocational and technical skills
Strategy 2

Maintain management information system for programme planning and
implementation reviews
Activities
 Develop capacity of community based committees like CBOs to
collect and maintain statistical data for OVYP available in the
community
 Create of a database for OVYP in the community
Strategy 3

Enhance community participation in identifying and recruiting eligible and
genuine OVYP for formal vocational and technical apprenticeship training
Activities

Initiate for increased enrolment of OVYP into formal apprenticeship
training through signing MoUs with stakeholders facilitating such
programs
Objective 1
To maintain adequate and sustainable financing and funding mechanisms
Strategy 1
o
Establish training fund for the OVYP in the vocational training programs
Activities
 Establish training fund for the OVYP vocational training programs
Strategy 2
o Disburse funds for OVYP formal vocational and technical apprenticeship
training
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OVYP Apprenticeship Training Strategy
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Activities
 Pay fees and up keep allowances to the OVYP
 Fund Training institutions for training materials and equipment
Objective 2
To Monitor and evaluate implementation process of both formal and informal training
Strategy 1
o Track progress in the implementation of OVYP vocational and technical
apprenticeship training in formal and Informal programs
Activities
 Assess Communities’ performance in the recruitment of the OVYP
 Follow up on usage of resources
 Conduct impact assessment of the training programs
3.2.2 Implementation Process of Formal and Parallel Approaches
The formal technical and vocational skills training program will be implemented by
integrating the successful, eligible and aspiring OVYP into mainstream of the technical
and vocational training programmes in Malawi. However, to ensure smooth
implementation of the program there will be a number of players involved. Each group
will have a responsibility to fulfill in a well-coordinated manner from the grass root to a
point in time when the graduates are ready to be released into the labour market. Fig. 1
below shows a diagrammatic representation of the implementation process of formal and
parallel approaches that will be followed.
Figure 1: Formal Apprenticeship Training Approach
NAC and other
Donors
Ministries of Women & Child Development and Youth
Development and Sports
Ministry of Education and
Vocational Training
Public Technical
Colleges
TEVETA
Private Technical
EC
Colleges
District Commissioner
CBOs, District Social Welfare Officers, District
and Local Assemblies
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3.2.3 Recruitment of OVYP for Technical and Vocational Training
Recruitment of OVYP for various Institutions in the various trades will occur in
accordance with the outlined procedures. A Memorandum of understanding
(MoU) will be signed between NAC, Ministry of Women and Child development,
Ministry of Youth development and Sports and other recruiting bodies such as
Ministry of Education Science and Technology and TEVETA. In this MoU, an
agreed percentage of available places in both public and private training
institutions will have to be offered to OVYP just like other groups like people with
disabilities.
3.3
Informal Technical and Vocational Training Program (On-The-Job
Training and Community Based Training)
3.3.1 Goal:
Broaden OVYP opportunity of accessing apprenticeship skills training in formal
and informal programs. In pursuit of this goal, the intervention will provide a
level field that would enhance NAC, donors and other implementing agencies
base their decisions in supporting OVYP in Malawi.
Objective 1
To maintain management information system for programme planning and
implementation reviews
Strategy

Enhancing community participation in identifying and recruiting eligible
and genuine OVYP for formal vocational and technical apprenticeship
training
Activities
 Develop capacity of community based committees like CBOs to
collect and maintain statistical data for OVYP available in the
community
 Creation of a database for OVYP in the community
Objective 2
To enhance quality of technical and vocational skills training for OVYP at
community level
Strategy

Strengthen vocational skills training for OVYP at community level
Activities

Identify training needs of the OVYPs in the communities
19
OVYP Apprenticeship Training Strategy
-DRAFT-

Prepare and consolidate training plans and curricula for the OVYP

Identify qualified trainers for the community programs
Strategy

Integrate community based training into the TVET system
Activities


Identify accreditation mechanisms
Accredit successful graduates
Strategy

Enhance sustainability of OVYP graduating trainees through proper
accreditation and provision of start-up capital for starting their own
businesses
Activities

Award certificates to all graduates who successfully complete
vocational skills training
Objective 3
To maintain adequate and sustainable financing and funding mechanisms
Strategy 1

Establish training fund for the OVYP in the vocational training
programs
Activities

Conduct Consultative meetings with NGOs and other partners on
OVYP financial support

Establish a training fund
Strategy 2
Accelerate Micro-Enterprise and Informal community based training for OVYP
Activities

Train OVYP entrepreneurship skills

To provide resettlement packages to OVYP graduates
Objective 4
To monitor and evaluate implementation process of both formal and informal training
20
OVYP Apprenticeship Training Strategy
-DRAFT-
Strategy

Track progress in the implementation of OVYP vocational and technical
apprenticeship training Informal programs
Activities

Check Communities’ performance in the recruitment of the OVYP

Check for quality of training

Check for the impact of the training program

Check for usage of resources
3.3.2 Implementation Process of Informal Technical and Vocational
Training Program (On-The-Job Training and Community Based
Training)
This training program will target OVYPs that have no access to formal training.
Just like the On- The- Job Training program, but for the sake of sustainability the
training will require a formalized curriculum for certification.
This approach will also target even those OVYP categorized for formal but due to
capacity problems may not have a chance hence would be trained through this
system. As opposed to formal training, it does not consider educational
qualification, age or marital status. However minimum entry age to this program
is 15 years. The flexibility will provide equitable and increased access of training
opportunities to all in various trades.
21
OVYP Apprenticeship Training Strategy
-DRAFT-
Figure 2: Tailor-made and Community Based Training Approach of OVYP
Community
vocational
training centers
Implement
training
MEDI
implement
training
SOS
implement
training
NGOs initiate and
provide financial
support for technical
and vocational
training
Other Faith Based Vocational Centers
implement training
Trade Test of
Min. of Labour
offers certificates
NAC and other Donors
provide financial support
routing through District and
City Assemblies
District Assembly
verifies and selects
OVC for Vocational
District Social Welfare Officers with
CBO identify OVYP and Trainers for
community vocational training programs
and submit names to District and City
Assembly
TEVETA offers
certificates
Min. Of Youth,Dev. And Sports Women
and Child Development verify names of
selected OVYP for skills training at
community level
FBOs identify OVYP
and Trainers for
vocational training
Community Leaders through CBOs or FBOs assist
in identifying OVC for training and submit names
District and City Assemblies
3.3.3 Criteria for selecting trainers at Community Level.
The Trainer for OVYP vocational training at community level shall be identified by
the community through committees like CBOs and FBOs and will be selected on
the basis of:


The skills and experience that one has and not necessarily qualification
That he/she is within the community
22
OVYP Apprenticeship Training Strategy
-DRAFT-

That he/she can offer the services voluntarily or at a minimum fee
Identification of a trainer will be in collaboration with the community leaders, and
experts from district assemblies using the current structures and to base the
selection on following criteria:





Academic qualification
Professional qualification
Experience
Entrepreneurship skills
Preferably from within community.
3.3.4 Procurement of Training Materials and Tools for the Community
Based Programs
Procurement of training materials and tools will require an understanding of what
is specified in the program; therefore there should be a committee set within the
district assembly in collaboration with the occupation experts to scrutinize the
items to be purchased at competitive prices from at least (3) three reputable and
authenticated suppliers.
3.4 Values and Principles
The strategy shares the values of the national education policy that put emphasis
on:





Unrivalled value and dignity of an individual,
The natural equality of people,
The human rights and freedom,
Tolerance,
Declaration of democratic relations and takes recognition of the need to
develop its culture.
3.5 Principle beneficiaries of the Strategy
The programme implemented through this strategy will benefit eligible and
aspiring OVYP from 10 years up to 29 years of age grouped as follows:1) In-school program
:
10 – 15 years
2) Apprenticeship vocational
skills program :
15 – 29 years
3.6 Key Audience and Responsibilities
a) National Aids Commission (NAC) in collaboration with TEVETA through
District Assemblies is to coordinate and facilitate the implementation of
this strategy. NAC will also provide the funding
23
OVYP Apprenticeship Training Strategy
-DRAFT-
b) Partners like Sectoral Ministries of Women and Child Development, Youth
Development and Sports, Labour and Ministry of Education Science and
Technology to take responsibilities of the implementation of Sectoral
issues. These include legal and policy issues, salaries and capacity
building of trainers in public colleges, running of colleges and provision of
tools and equipment.
c) TEVETA to spearhead and direct the training programs. It will also be
responsible for monitoring of programme implementation, facilitation of
assessment and certification.
d) District and City Assemblies, Various NGOs to take charge of identifying
the OVYP and their training needs, initiate training and disburse funds for
the training. The assemblies will be responsible for monitoring,
coordination, supervision and evaluation of programme implementation.
e) Training Institutions both Public and Private to implement training and
ensure well guarded welfare of the OVYPs as is also the case with
Community Based Organizations, Faith Based Organizations, Youth
Organizations and Parents
3.7 Selection Criteria for OVYP for both Formal and Informal Training
Programs
The Selection criteria of the OVYP for vocational training in all programs will base
on the categorization of eligible OVYP to participate in the training. This would
require data that has variables such as:
a)
Age
b)
Education qualification
c)
Gender
d)
Interest.
e)
Facilities available at the institution
24
OVYP Apprenticeship Training Strategy
-DRAFT-
Table 5: Summary of categorizing process
Age Category
≤ 18
≥ 18 ≤ 25
Academic Qualification
Training approach
Still in school (Primary
or secondary Level)
The training policy in
primary and secondary
schools intends to reintroduce skills training in
the curriculum to expose
pupils to various skills
like Wood Work, Metal
Work,
Computer,
Tailoring and Cookery
etc.
Out of School (JC and
above).
Formal apprenticeship
Out of school (Std 8 and
below)
Informal apprenticeship
3.8 Funding of the programs
Funding for these programs will come from Government, NAC, NGOs and other
willing donors. Implementation of the new apprenticeship requires TEVETA to
subsidize training costs for formal programs in technical colleges; hence those
organizations supporting the OVYP will have to channel funding for the
selected OVYP to TEVETA or directly to the institutions if the training provider
in question does not fall within the subsidized category of training institutions.
(Subject to debate)
All this arrangement would be clearly stated in an agreement stipulating exactly
what the money will be used for and that the charges are according to the
agreed rates,
Funding would also be required for operational costs to facilitate the registration
of OVYP through DAC and Social Welfare Office. The money would be spent
on stationery, fuel and allowances for the officers.
25
OVYP Apprenticeship Training Strategy
-DRAFT-
4.0 MONITORING
AND
EVALUATION
SYSTEM
FOR
OVYP
APPRENTICESHIP TRAINING PROGRAM FOR BOTH THE FORMAL AND
INFORMAL TRAINING.
Monitoring and evaluation of OVYP strategy will use both formative and
quantitative methods.
Formative Evaluation is be qualitative in nature and will be conducted through
interviews and open-ended questionnaires. The OVYP, community leaders and
other participating stakeholders will be asked about the day to day
implementation of the training programmes, the impact of the programme, topics
covered and the relevance of training materials. Other questions aimed at
soliciting feedback to help in making future improvements to the programme
implementation will be administered. This will be supported by monthly progress
reports, which will be done at each implementation level.
Quantitative Evaluation which is quantitative in nature will begin with the
establishment of baseline on the knowledge and skills needs assessment for
OVYP. This will assist the design and facilitation of effective training
programmes. The aim of this evaluation will also help to facilitate the
empowerment and instill the spirit of ownership of the programmes to the
beneficiaries.
Comprehensive evaluation reports summing the formative and quantitative
evaluation will be provided on biannual basis to make sure that deviations are
addressed before they become significant.
In order to ensure successful implementation of the OVYP strategy, participation
of various stakeholders in monitoring and evaluation like those mentioned below
is paramount






Establishment of a networking mechanism that brings all stakeholders
involved in TVET and mitigation of the effects of HIV AND AIDS so as to
build one concerted effort that will ensure well targeted, effective and
sustainable empowerment of OVYP.
Profiling the responsibility of each stakeholder so as to develop a clear
and transparent role and responsibility spectrum
Decentralization and de-concentration of management of OVYP training
strategy to the local administration set ups
Empowerment of communities in training needs assessment and
recruitment of OVYP training beneficiaries
Standardization of training and certification of all training programme
implemented under this strategy.
Integration of OVYP strategy into the TEVET mainstream programme
26
OVYP Apprenticeship Training Strategy
-DRAFT-
ANNEX 1 :
OVYP VOCATIONAL AND SKILLS TRAINING ACTION PLAN
OVYP STRATEGIC OBJECTIVES, EXPECTED OUTPUTS AND KEY PERFORMANCE AREAS
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To broaden Access of OVYP into Technical, and Vocational Training Institutions
STRATEGIES
Develop Mechanisms for
increasing OVYP
enrolment into public and
private technical
institutions for formal
apprenticeship training
EXPECTED OUTPUTS
Increased number of eligible
OVYP are accessing various
technical and vocational
training programs
OBJECTIVELY VERIFIABLE
INDICATORS
 Working MoU to allow a good
percentage of OVYP access into
public and private colleges
 Active Registers for OVYP trainees
in place at all training institutions
All strategies that have a
focus on vocational skills
training are linked and
harmonised
KEY PERFORMANCE
AREAS
KEY PLAYERS
 Initiate for increased
enrolment of OVYP in
the formal TVET
programs with various
implementing
institutions
Ministries of Education
Science, Technology;
Youth Development and
Sports;
Women and Child
development
TEVETA & NAC
OVYP training following standardised  Initiate the process for
curricula
harmonising the
strategies that aim at
training OVYP technical
skills with implementing
institutions.
 Sign an MoU with the
implementing institutions
on how to implement the
program
 Harmonise and align
strategies that have a
focus on training OVYP
vocational and technical
skills
Ministry of Education Science
and Technology,
Ministry of Youth
development and Sports,
Private training institutions,
NAC and TEVETA
27
OVYP Apprenticeship Training Strategy
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To broaden Access of OVYP into Technical, and Vocational Training Institutions
STRATEGIES
Enhancing
community
participation in
identifying and
recruiting eligible
and genuine OVYP
for formal
vocational and
technical
apprenticeship
training
EXPECTED OUTPUTS
OBJECTIVELY
VERIFIABLE
INDICATORS
KEY PERFORMANCE AREAS
KEY PLAYERS
CBOs, FBOs effectively
execute their responsibilities
of sensitising and identifying
OVYP for vocational training
 Up to date Community
registers for OVYP
within the community in
place
 Sensitise the community of
training opportunities
 District Assemblies and CBOs or
FBOs
 Identify eligible OVYP for
vocational training
 District Social Welfare Officers, CBOs
 Reports on the
registration exercise
are in place
Grass root groups like CBO
and FOB are able to prepare
and consolidate training plans
for community based
vocational training
Increased number of OVYP
trained in public and private
colleges
 Establish data base for the
OVYP at community level
 CBOs and FBOs
 All CBO, FBOs able to
produce realistic plans
community vocational
training
 Conduct training for CBOs and
FBOs on planning and
implementation of community
based vocational training
 District Assemblies through Social
Welfare Officer


NAC, TEVETA, Ministry of Education,
Min. of Youth and Min. women & Child
Development
Increased number of
OVYP accessing
mainstream TVET
programmes
Develop working relation with
public and private technical
colleges to train OVYP
28
OVYP Apprenticeship Training Strategy
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To enhance quality of technical and vocational skills training for OVYP at the community skills training centres
STRATEGIES
EXPECTED
OUTPUTS
OBJECTIVELY VERIFIABLE KEY PERFORMANCE AREAS
INDICATORS
KEY PLAYERS
Strengthen vocational skills
training for OVYP at
community level through
integration of community
based training into the TVET
system
Well trained and
qualified OVYP
graduates are in
place

Organisations; Community
Based (CBOs); District
Assemblies through District
Social Welfare Officer
Standardise training
at community level

Qualified trainers able to
train OVYP using the
accredited standards
Increased number of
OVYP graduates with
vocational skills are
certified ready for
employment


Accredit successful graduates
More OVYP
graduates are
certified
More OVYP graduates are
employed


Recruit qualified artisans to train OVYP
at community centres
Induct the trainers on how to prepare
realistic training plans and deliver

Allocate more resources for
training OVYP at community level
District Assemblies; NAC
and Other Donors

Identify conducive training centres
Communities and District
Social Welfare Officer
Award certificates to OVYP successful
graduates
TEVETA, TRADE TEST,
Polytechnic, MANEB
29
OVYP Apprenticeship Training Strategy
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To maintain adequate and sustainable Financing and Funding mechanisms for formal and Informal training of OVYP
STRATEGIES
EXPECTED
OUTPUTS
OBJECTIVELY VERIFIABLE INDICATORS
KEY PERFORMANCE
AREAS
KEY PLAYERS
Establish training
fund for the OVYP
in the vocational
training programs
Training fund for
the OVYP
vocational training
skills is in place

 Conduct Consultative
meetings with NGOs and
other partners on OVYP
financial support
 Establish a training fund
NAC and Malawi
Government through
TEVETA
Disburse funds for
OVYP formal
vocational and
technical
apprenticeship
training
Donors and other implementing agencies able
to support OVYP training
 Sustainable training fund established and
running

Training
institutions and
vocational centres
are adequately
funded for training
OVYP
% Increased number of OVYP receiving
training support
 Increased number of OVYP receiving financial
support to start their own businesses
 More than 70% of OVYP graduates starting
there own businesses


Submit funds to
training institutions
NAC, District Assemblies
and TEVETA

Pay trainees upkeep
allowances
District Assemblies and
TEVETA
Pay trainees start-up
capital
District Assemblies and
other NGOs
30
OVYP Apprenticeship Training Strategy
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To maintain adequate and sustainable Financing and Funding mechanisms for formal and Informal training of OVYP
STRATEGIES
Accelerate MicroEnterprise and
Informal community
based training for
OVYP
EXPECTED OUTPUTS
OBJECTIVELY VERIFIABLE
INDICATORS
KEY PERFORMANCE
AREAS
KEY PLAYERS
Greater number of OVYP are
trained Entrepreneurial skills and
are able to start their own
businesses

Increased Labour productivity in
the micro-enterprise and
informal sector
Increased number of
Communities based
organisation managing training
programmes

Conduct TOT on
Entrepreneurship for the
trainers
MED,
TEVETA

Train OVYP
Entrepreneurship skills
More OVYP start their own business
with the tart up capitals

More OVYP are capable to start
their own business with the tart
up capitals

Trainers
District Assemblies and other
Disburse funds and
NGOs
materials to eligible
OVYP graduates as start
up capital
31
OVYP Apprenticeship Training Strategy
Overall Goal : The goal for this strategy is to broaden OVYP opportunity of accessing apprenticeship skills training in formal and
informal programs.
STRATEGIC OBJECTIVES: To maintain management information system for programme planning and implementation reviews
STRATEGIES
Track progress in
the implementation
of OVYP vocational
and technical
apprenticeship
training in formal
and Informal
programs
EXPECTED
OUTPUTS
OBJECTIVELY VERIFIABLE INDICATORS
Communities are
checked for their
efficiency in
sensitising and
registering OVYP
for vocational
training
Communities able to conduct transparent and
effective recruitment of OVYP
Community
vocational centres
are checked for
quality delivery of
vocational skills

Training providers
are prudent in the
use of donor
funds for training
OVYP
 Funds made available are put to proper and
intended use
Increased number of community based
training centres being able to manage quality
training programmes for OVYP
KEY PERFORMANCE AREAS
 Conduct Communities’
performance reviews in the
recruitment exercise of the OVYP
 Monitor and evaluate
implementation processes




Conduct quality audits of trainers
ability in training delivery
Follow up on usage of training
resources
Conduct inspection to ensure
compliance to set standards
Follow up on financial prudence
KEY PLAYERS
District Assemblies


TEVETA, District
Assemblies
District
Assemblies
 TEVETA
District Assemblies,
TEVETA and NAC
32
OVYP Apprenticeship Training Strategy
ANNEX 2: SWOT ANALYSIS
Definition
The identification strategy of OVYP vocational training has been used as a basis for a critical examination to probe existing or perceived
strengths, weaknesses, threats, and opportunities facing the OVYP in this regard.
I.
II.
III.
IV.
Strengths are capabilities that will enable OVYP access vocational skills training in both formal and informal programs
Weaknesses are characteristics that prohibit OVYP access formal apprenticeship training in the current system.
Opportunities are trends, forces and ideas that OVYP vocational training in this strategy will capitalize
Threats are possible events or forces outside the control of OVYP vocational training. The strategy therefore provides means on
how to mitigate these threats.
I. Strengths







The national policy on the capacity building provides opportunity for the youth including the orphans and other vulnerable
children OVYP to access vocational skills training
Availability of skilled artisans and committed technical training staff in the training institutions
Existence of training institutional structures
Existence of supportive stakeholders
Involvement of stakeholders at district level in program planning and implementation
Existence of HIV AND AIDS policy
Most of the OVYP have very good grades at MSCE level which were gotten from the interventions on educating the OVYP
II. Weaknesses



The current system on apprenticeship vocational training doesn’t give special consideration to OVYP for formal and informal
apprenticeship training like that of people with disabilities
No incentives for graduating trainees
Lack of capacity to monitor vocational training at community level
III. Opportunities

Clear mandate provided by the policy
33
OVYP Apprenticeship Training Strategy



Stakeholders including NGOs increasing acceptance of training OVYP vocational and technical skills
Government policy focusing on vocational and technical training
Potential OVYP who have MSCE qualification
IV. Threats




The growing numbers of OVYP due to HIV AND AIDS pandemic
Lack of adequate training support
Poor education standards in the basic education systems
Poorly resourced community vocational centers
34
OVYP Apprenticeship Training Strategy
Annex 3: Course Details for Formal & Informal Training Programs offered at Private Colleges
Course details/requirements for Institutionalized formal and Informal Training Programs (duration, certificate offered after training and
total fees required plus 15% devaluation in 5 years time): - In this training approach, trainees are exposed to real life situation
Private Colleges
Courses Offered
Duration
Entry
Qualification
Certificate
Offered
Phwezi
Bricklaying
4 years
JCE - MSCE
Carpentry & Joinery
4 years
JCE - MSCE
General Fitting
4 years
JCE- MSCE
Tailoring
Secretarial
Chartering
&
Hospitality
Bricklaying
Carpentry & Joinery
Tailoring
Skills
development
Initiative
Financial Accounting
Rural & Community
Development
4 years
2 years
2 Years
Std 8- JCE
MSCE
JCE MSCE
Trade
Test,
TEVET
Trade
Test,
TEVET
Trade
Test,
TEVET
TEVET
PITMAN
City & GUILDS
2 years
years
1 year
3
6
Months
2 Years
2 Years
Std 8 or JCE
Std 8 or JCE
JCE or MSCE
STD 8 or JCE
Trade Test
Trade Test
TEVET
TEVET
JCE or MSCE
JCE or MSCE
PAEC
ABMA/
Guilds
Agriculture
2 Years
JCE or MSCE
City & Guilds
Electrical Installation
Bakery
Tailoring
Carpentry
Barbershop
Bricklaying
Welding
Tinsmith
Animal husbandry
Saloon
6 months
3 Weeks
14 Weeks
12 Weeks
3 Weeks
5 Weeks
5 Weeks
4 Weeks
4 Weeks
3 Weeks
JCE
Any
Any
Any
Any
Any
Any
Any
Any
Any
Trade Test
MEDI Cert,
MEDI Cert
MEDI Cert.
MEDI Cert.
Trade Test
MEDI Cert.
MEDI Cert.
MEDI Cert.
MEDI Cert.
Technical
College
Phwezi
Women
Training Centre)
Mikolongwe
MEDI
City
Fees/Term/Semester
&
35
OVYP Apprenticeship Training Strategy
Entrepreneurship
2 Weeks
Any
MEDI Cert.
Annex 4 Course details/requirements for formal & Tailor – made Training Programs offered at Public Colleges (duration,
certificate offered after training and total fees required plus 15% of devaluation in five years time):
Public Colleges
Courses Offered
Duration
Entry
Qualification
Automobile
Mechanic
Electrical Installation
4 yrs
JC - MSCE
Lilongwe
Technical College
4 yrs
JC - MSCE
General Fitting
4yrs
JC - MSCE
4yrs
JC - MSCE
4yrs
JC - MSCE
Vehicle Body Repair
4yrs
JC - MSCE
Wood Machining
4yrs
JC - MSCE
Plumbing
4yrs
JC - MSCE
Secretarial
2 yrs
JC - MSCE
Automobile
Mechanic
General Fitting
4 yrs
JC - MSCE
4yrs
JC - MSCE
4yrs
JC - MSCE
4yrs
JC - MSCE
Secretarial
2 yrs
JC - MSCE
Bricklaying
4yrs
JC - MSCE
Welding
Fabrication
Refrigeration
Salima Technical
College
Welding
Fabrication
Bricklaying
Namitete Technical
College
&
&
Certificate Offered
Trade
Cert.
Trade
Cert.
Trade
Cert.
Trade
Cert.
Trade
Cert.
Test
and TEVET
Test
and TEVET
Fees/Term/Semester
Test and TEVET
Test and TEVET
Test and TEVET
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
PITMAN
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
PITMAN
Trade Test and TEVET
Cert.
36
OVYP Apprenticeship Training Strategy
Carpentry & Joinery
4yrs
JC - MSCE
Secretarial
2 yrs
JC - MSCE
Public Colleges
Courses Offered
Duration
Entry
Qualification
Soche
Technical
College
Bricklaying
4yrs
JC - MSCE
Carpentry & Joinery
4yrs
JC - MSCE
Secretarial
Painting
Decoration
Plumbing
2 yrs
4yrs
JC - MSCE
JC - MSCE
4yrs
JC - MSCE
Bricklaying
4yrs
JC - MSCE
Carpentry & Joinery
4yrs
JC - MSCE
Automobile
Mechanic
General Fitting
4yrs
JC - MSCE
4yrs
JC - MSCE
2 yrs
4yrs
JC - MSCE
JC - MSCE
Bricklaying
4yrs
JC - MSCE
Carpentry & Joinery
4yrs
JC - MSCE
Automobile
Mechanic
Secretarial
4yrs
JC - MSCE
2 yrs
JC - MSCE
Bricklaying
4yrs
JC - MSCE
Carpentry & Joinery
4yrs
JC - MSCE
Nasawa Technical
College
Secretarial
Welding
Fabrication
Mzuzu Technical
College
Livingstonia
Technical College
&
&
Trade Test and TEVET
Cert.
PITMAN
Certificate Offered
Trade Test
Cert.
Trade Test
Cert.
PITMAN
Trade Test
Cert.
Trade Test
Cert.
and TEVET
Trade Test
Cert.
Trade Test
Cert.
Trade Test
Cert.
Trade Test
Cert.
PITMAN
Trade Test
Cert.
and TEVET
Fees/Term/Semester
and TEVET
and TEVET
and TEVET
and TEVET
and TEVET
and TEVET
and TEVET
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
PITMAN
Trade Test and TEVET
Cert.
Trade Test and TEVET
Cert.
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OVYP Apprenticeship Training Strategy
Public Colleges
Polytechnic
Malawi
of
Malawi College of
Accountancy
(MCA)
Automobile
Mechanic
Secretarial
4yrs
JC - MSCE
Trade Test and TEVET
Cert.
PITMAN
2 yrs
JC - MSCE
Courses Offered
Duration
Entry
Qualification
Certificate Offered
Business Adm. BBA
Bachelor
of
Accountancy BACC
4 Years
4 Years
MSCE
MSCE
Degree
Degree
Bachelor
of
Information
Systems. BIS
Bachelor Science in
Engineering BSc
Journalism
Bachelor
of
Education Technical
BEt
Laboratory
Technician
Bachelor
of
Environmental
Science BESc
Bachelor
Environmental
Health
4 Years
MSCE
Degree
5 Years
MSCE
Degree
4 Years
MSCE
Degree
4 Years
MSCE
Degree
4 Years
MSCE
Degree
4 Years
MSCE
Degree
4 Years
MSCE
Degree
Fees/Semester
MK216,000.00
Business
Administration
Accounting
38
OVYP Apprenticeship Training Strategy
Annex 5: Details of qualifications offered in various programs in the training institutions in Malawi
TEVET
Level 1 (Foundation)
Level 2 (Intermediate)
Level 3 (Advanced)
Level 4 (Technician/Dip)
TRADE TEST
of Ministry of
Labour
Grade 3
Grade 2
Grade 1
MANEB
Malawi Polytechnic
Technician/Diploma
Others
PAEC
Malawi Craft
BSC
ACCA
Advanced craft
Masters
Malawi Craft
PHD
ABE
ICM, CIMA
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OVYP Apprenticeship Training Strategy