Technical and vocational training schemes have been implemented and much criticised in many developing countries. This research, carried out for the Department for International Development (DFID) examines ways in which the costs of such schemes might be reduced without sacrificing value. Field studies of schemes administered in Thailand (by various bilateral agencies), and Nigeria (National Board for Technical Education and five Polytechnics) were augmented by documentary studies from and interviews with the World Bank, USAID and the International Labour Office. The findings identify key issues and offer concrete recommendations for policy makers, highlighting how to make projects more effective by increasing the gains from given levels of funding, and more efficient by cutting needless costs.

Researchers began by developing a logical framework (based on a review of recent literature, as well as interviews and consultations) for pricing and evaluating technical and vocational training. Their report pinpoints six key aspects of project management: preparation, organisation, methods, content, impact and sustainability. Significantly, it was found that the effectiveness of vocational training is much effected by the level of primary and secondary education in a country.

The second section of the report concerns fieldwork carried out by the project team in Thailand, Nigeria, Washington and Geneva, as well as additional literature. Selected issues raised on the basis of the earlier literature review are examined in more detail. In addition, findings from fieldwork are used to illuminate issues rarely touched on in the literature, including specific cost reduction measures and links between project effectiveness and standards of provision of equipment, materials and premises. Measures recommended to help boost the efficiency and versatility of projects include moves to:

• Increase staff productivity by introducing larger class sizes, bonus incentives and longer teaching hours.
• Use space and facilities better (year-round opening, mobile training facilities, use of employer's own equipment).
• Use simplest, cheapest equipment, locally-made if possible: train staff and give incentives to maintain and repair it.
• Improve access to courses for under-represented groups, especially women.
• Match training more closely to student needs and abilities.
• Develop comparative cost analysis routines.

Prescriptions for increasing the cost-effectiveness of projects include the following:

• See if money might be spent more effectively on improving basic primary and secondary education.
• Improve links between employers and training institutions.
• Increase investment in staff development: emphasise maintenance and repair skills, as well as teaching skills.
• Recruit more staff with practical experience.
• Improve local management development and planning capacity
• Encourage competition between institutions for resources and students.
• Enhance the autonomy of training institutions in relation to government agencies.
• Re-align the planning responsibilities of national training institutions to reflect national priorities and needs.
• Experiment with incentives to encourage training institutions to reflect national priorities in their work.

Source(s):
Reducing the Cost of Technical and Vocational Education. DFID Education Research Occasional Paper No. XX by L. Gray et al. (1997)

Funded by: Education Division, Department for International Development (DIFD), UK

id21 Research Highlight: 1998-July-27

Further Information:
L. Gray
The Staff College
The Cedars
Rowberrow
Winscombe
Somerset BS25 1QN
UK

Tel: +44 (0) 1934 852 286
Fax: +44 (0) 1934 852 864
Contact the contributor: gray4@which.net.uk

Department for International Development, UK

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