18 Project Director Technical Education Development...

18th December, 2008

Mr. Hector Hemachandra

Project Director

Technical Education Development Project,

Ground floor,

“Nipunatha Piyasa”,

354/2, Elvitigala Mawatha

Colombo 05.

Dear Sir,

Final Report

Study on Employment of Trainees and Tracer Studies

Herewith, we are pleased to submit the Final Report (16 copies including the original) of the

above study for your kind consideration.

We believe that the project was successfully completed and we appreciate the guidance,

comments & suggestions provided by the project throughout the study.

Thanking you.

Yours sincerely,

Dr. Manomi Perera

CHIEF EXECUTIVE OFFICER

MG Consultants (Pvt.) LTD

No: 267, Pannipitiya Road

Pelawatta

Battaramulla

Tel: +94-11-2787944-8

Fax: +94-11-2787950

E-mail : [email protected]

www.mgconsultants.lk

mailto:[email protected]

Executing Agency: Technical Education Development Project

Ministry of Vocational and Technical Training

Study Team: Dr. G L S Nanayakkara - Team Leader

Mr. G E Wijesuriya - Consultant

Mr. D G Jayasuriya - Consultant

Mr. P K Palangasinghe - Consultant

Ms. Sandadinithi Abeysiri - Project Coordinator

Mr. Tharanga Chaminda Bandara - Research Assistant

Consultancy Firm: MG Consultants (Pvt.) Ltd

Acknowledgements

Several institutes and personnel contributed in conducting this study. The study team

gratefully acknowledges all of them for their valuable contributions.

We are particularly grateful to the following for guidance, support and cooperation extended to

enable the study to be a success.

Institutes

Technical Education Development Project

Department of Technical Education and Training

National Apprentice and Industrial Training Authority

Vocational Training Authority

National Youth Services Council

Tertiary and Vocational Education Commission

Research Steering Committee Members

Dr. T.A. Piyasiri, Director General, TVEC

Ms. Nilanthi Sugathadasa, Senior Assistant Secretary, MVTT

Mr. B.H.S.Suraweera, Deputy Director General, TVEC

Mr. J.C.K. Basnayake, Director, Training, NAITA.

Mr. D.D. Wijesinghe, Director Training, NITESL

Mr. K.K.A. Karunathilaka, Director R & D, DTET

Mr. Ajith Polwatta, Deputy Director Planning & Research, TVEC

Mr. C. Vidanapathirana, Director Research, VTA

Project Review Committee Members

Mr. Hector Hemachandra, Project Director, TEDP

Mr. V.G.P. Vidyaratne, Project Manager, (BME), TEDP

Mrs. Geetha Mallawarachchi, Procurement Manager, TEDP

Technical Training Institutes

Principals / Heads and Instructors of:

Automobile Engineering Training Institute - Orugodawatta

District Vocational Training Authority - Veyangoda

District Vocational Training Authority - Kurunegala

National Youth Services Council - Maharagama

Technical College - Anuradhapura

Technical College - Gampaha

Technical College - Homagama

Technical College - Kalutara

Technical College - Kandy

Technical College - Kegalle

Technical College - Kurunegala

Technical College - Pathadumbara

Technical College – Ratnapura

All Vocational pass outs, Trainees and Employees who provided valuable information.

Employers of Vocational Pass outs

E. L. Steel (Pvt.) Ltd., Kandy Industrial Park, Pallekelle

Sandani Industries and Motors, New Hospital Road, Maharagama

Kalpa Electronics, Thudugala Junction, Dodangoda

Lalans Sports Manufacturing , Malangama, Colombo Road, Rathnapura

U.S. Enterprises, Colombo Road, Divulapitiya, Boralesgamuwa

Oriental Engineers, No: 129, Main Street, Kegalle

Edirisooriya Charted Accountant, No: 10 1/4, SK Plaza, Dehiwala Road, Maharagama

Pubudu Engineering (Pvt.) Ltd., Katuwana Road, Homagama

Kent Engineering (Pvt.) Ltd , Hedges Court, Colombo 02

Tech Water (Pvt.) Ltd.,No: 303, High Level Road, Colombo 05

Sri Lanka Telecom Company , Rathpura

Heddellana Tea Factory, Hiddellena, Ratnapura

Sigiri Samardhi Steel Furniture (Pvt.) Ltd., Zone 1, Industrial Park, Paradise Kuruwita

Lanka Bell Company, Salawa, Harankahawa

Weuda Service, No:275 A, Kande Vihara Road, Wauda, Kurunegala

Mega Iron Works, Muttettugala, Dambulla Road, Kurunegala

Matara Auto Motors, No: 315, Negombo Road, Kurunegala

Delma Tea Co., MJF Beverage (Pvt.) Ltd, Rilhena Estate, Pelmadulla

Machinery Authoriy, Kurunegala

D.S.S.N. Auto Engineers, No:278, Colombo Road, Ratnapura

Ceylon Electricity Board, Maithripala Senanayake Mawatha, Anuradhapura

Royal Ceramics Lanka PLC, Baduwatta, Eheliyagoda

New Jayasekara Auto Motors (Pvt.) Ltd.,No: 209, Yantampalawa, Kurunegala

Augustin Motors, Industrial Park, Paradise, Kuruwita

Sri Lanka Transport Board, Kandy North Depot, Nugawela

Kumarasinghe Electronics, Sri Francis Molamure Mw., Kegalle

Matara Garage, No:5/287,Highlevel Road, Colombo 06

Police Department, Transport Division, Anuradhapura

Dinapala (Pvt.) Ltd, No: 32, Cross Street Kandy

Sampath Motor Service, Polgahamula Junction, Peradeniya

Janasakthi Insurance, Staples St., Colombo 02

United Motors Lanka (PLC), No: 145, Majeed Place, Orugodawatta

Augustin Motors (Pvt.) Ltd, No: 57, Jayanthi Weerasekara Mawatha, Colombo 10

Abbreviations

ADB - Asian Development Bank

AETI - Automobile Engineering Training Institute

CBT - Competency Based Training

CGU - Career Guidance Unit

CoT - College of Technology

CPSC - Colombo Plan Staff College

DTET - Department of Technical Education and Training

FGD - Focus Group Discussion

ICT - Information Communication Technology

MVTT - Ministry of Vocational and Technical Training

NAITA - National Apprentice and Industrial Training Authority

NDF - Nordic Development Fund

NVQ - National Vocational Qualification

NVQSL - National Vocational Qualifications Systems in Sri Lanka

NYSC - National Youth Services Council

SDP - Skills Development Project

TC - Technical College

TEDP - Technical Education Development Project

TTI - Technical Training Institute

TVEC - Tertiary and Vocational Education Commission

TVET - Technical & Vocational Education and Training

Univotec - University of Vocational Technology

VTA - Vocational Training Authority

Executive Summary

Tracer Study on Employment of Vocational pass outs i

Executive Summary

1.0 The Objectives

Objectives of the Tracer Study are,

1.1 Analysis of the economic and social status of beneficiaries after the

completion of training.

1.2 Analysis of the current employment status of trainees in different disciplines.

1.3 Analysis of the absorption patterns of the trainees in different sectors of

employment.

1.4 Analysis of the pattern and the rate of absorption of trainees into the labour

market.

1.5 Identification of the obstacles faced by the trainees in the process of securing

jobs in the labour market.

1.6 Identification of factors to be surveyed further

1.7 Identification of gaps as observed by employers and trainees including

mismatch between industry acceptances and skills of trainees.

2.0 Collection of data

The study needed the identification of Technical Training Institutes (TTIs) with NVQ

levels 3 & 4 programmes. Thirty nine such Technical Training Institutes were

identified at discussions with the Directors of DTET, VTA, NAITA and NYSC and also

referring to the relevant documents and databases available with them.

Upgrading of Technical Institutes for the level of Colleges of Technology (CoTs) is

proposed for the six districts of Anuradapura (in NCP), Badulla (in Uva), Kandy (in

CP), Kurunegala (in NWP), Maradana (in WP) and Ratnapura (in Sabaragamuwa).

The 39 Technical Training Institutes located in the 6 Provinces was identified for

study purposively (Annexe 1). Addresses of vocational pass outs were obtained from

the Director, Planning and Research of VTA, Director, Training of NAITA, Director,

Administration of NYSC and Principals of TTIs. A postal Questionnaire was used

which comprised of Information requested to address the TOR (Annexe 2). The

consultants visited 13 leading Technical Training Institutes including 9 DTET

Institutes, 2 VTA Institutes, 1 NYSC Institute and the Automobile Technical Training

Institute at Orugodawatte. At ATTI, Orugodawatta, the NAITA training programmes

were discussed and observed. During the visits the consultants conducted

discussions with Principals/Heads of Institutes and Senior Instructors. One of the

main purposes of the consultants visiting Technical Institutes was for the observation

of the learning environment. An Observation Schedule to gather data was designed

and used for this purpose (Annexe 3).

A total of 33 employers were interviewed at their industry and 65 employees were

interviewed. These employers and employees employed by them were interviewed at

the industry premises by the consultants using interview formats. The interview

Executive Summary

Tracer Study on Employment of Vocational pass outs ii

format for the employers was designed to gather mainly information needed for

labour market analysis (Annexe 4 & 5).

3.0 The findings from the analysis of data

The findings are forwarded in the same sequence as they appear in the chapters of

the report. Both qualitative and quantitative data collected by using the

questionnaires, interview formats, and observation schedules and at focus group

discussions have revealed the following findings.

3.1 Over 80% of the sample of 513 vocational pass outs below the age of 25

years and are unmarried. (Table 3.1)

3.2 Based on the records maintained at TVEC, the VTA and NAITA are the main

suppliers of technically qualified persons to industry. (Fig3-1)

3.3 Eighty three percent of the vocational pass outs in the sample are from NVQ

Levels 3 & 4 study programmes. The balance has followed trade level

courses which provide only basic and introductory skills at NVQ levels below

3 & 4.(Fig 3-3)

3.4 Twenty seven percent of the vocational pass outs have to take full

responsibility for their family expenditure as they are the only wage earners in

the family. Seventy percent of the households have either one or two wage

earners only. (Table 3.1)

3.5 Data in Table 3.2 reveals that there are 6 (7%) households in the sample with

each having five family members but with only one wage earner. (Table 3.2)

3.6 Two-member households are only 4%. Seventy-five percent of the

households are large having 4 or more members. (Table 3.3)

3.7 Fifty three percent of the vocational pass outs of the sample are employed in

private sector. This is about three times the number employed by government

sector.(Table 3.4)

3.8 The waiting time for employment among the 99 unemployed varies from 1

year to 6 years. Data reveals that the unemployed 99 vocational pass outs

includes 4 waiting for employment for 6 years, 9 waiting for 5 years, 11

waiting for 4 years, 19 waiting for 3 years, 24 waiting for 2 years 15 waiting for

1 year and lastly 17 waiting for employment to date since completion of

training in 2008.(Table 3.5)

3.9 It is revealed that nearly 50% of the employees spend less than 25 % of their

earnings on the family. 5% of the employees spend over 75% of their earning

on the family. (Table 3.6)

3.10 Eighty two percent of the employees spend less than 50% of their earnings

on personal up keep.

3.11 Seventy out of the 84 employees who were interviewed have said that they

can save less than 25% of the earnings for future use. Some of the

employees are registered with further education courses while being

employed. (Table 3.9)

Executive Summary

Tracer Study on Employment of Vocational pass outs iii

3.12 Sixty five percent of the employees spend less than 25% of their earnings on

further education courses. At interviews with 84 employees it was revealed

that 29 (35%) employees are registered with part-time higher education

courses at different institutes. These further education courses for which 35%

of employees are registered are given in Table 3.9.

3.13 Diploma and Degree courses and Practical skills and Knowledge on Higher

Technology relevant to the courses on which they had initial training at the

Technical Institutes are reported as high priority fields.

3.14 The preferred fields for higher education by the employees. (Table 3.10)

3.15 Eighty three percent of the employees in the sample live in houses with 3 to 6

rooms inclusive of the living room and the kitchen.(Table 3.11)

3.16 Eighty seven percent of the employees live in either tile or asbestos roof

houses Table 3.12)

3.17 Eighty nine percent of the houses are built with recognized wall building

materials as bricks or cement blocks (Table 3.13)

3.18 Eighty two percent of households of employees use firewood and LPG in

cooking.(3.14)

3.19 Sixty two percent of the employees travel to place of work from houses

located at distances more than 10 km. Ninety percent of them use public

transport as train and bus. Five of them out of the 65 use their own motor

cycles to travel for work.

3.20 Nearly 81% of the vocational pass outs find employment after training without

much waiting time (Table 4.1).

3.21 The trained persons absorbed into the automobile industry are automobile

mechanics, automobile electricians, automobile air condition technicians or

automobile painters. Those absorbed into building industry are masons,

carpenters, electricians and plumbers. Over 50% of the technically trained

graduates are absorbed into automobile and building industries.

3.22 It is observed that 94% of the vocational pass outs out of the 303 who

responded in the sample have come from Either NVQ Level 3 or Level 4.

Others include those who have left the technical institutes with the acquisition

of only entry level & basic skills. (NVQ Levels 1 and 2) (Table 4.3)

3.23 Some of the vocational pass outs feel that there is a demand for knowledge

and skills at the work place on the items listed in Table 4.4 which they did not

acquire at the training

3.24 Some of the specific machinery and tools that were not covered at the training

are listed by the employees (Table 4.5.).

3.25 A comparatively high percentage of employees have acquired the

competencies that are needed at employment (Fig 4-1).

3.26 Sixty eight percent of the employees have said the mismatch between

employer requirements and training skills gathered at the Technical Training

Executive Summary

Tracer Study on Employment of Vocational pass outs iv

Institute is nil or at a very low extent. Only 33% have said that there is

mismatch.(Fig 4-2)

3.27 Data reveals that 77% of the employees are in favour of upgrading their

knowledge and skills to meet the employer demand. (Fig 4.3)

3.28 The highest percentage of responses is for the need of ‘Practical knowledge

in the field’ (20%). The lowest percentage is for ‘Management & Planning

Skills’ (11%) (Table 4.6).

3.29 The top one third of preferred trades with weighted responses over 200

includes Automobile mechanic, Automobile Electrician, Advanced level

welder, Computer hardware technician, Computer application assistant and

Radio, TV & allied equipment repairer.

The bottom one third of preferred trades with weighted responses below 100

includes, Household electrical appliance repairer, Aluminum fabricator,

Advanced plumbing, Metal bar bender, Desktop printer, Jewelry manufacturer

and Gem technician (Table 4.7)

3.30 High percentage of NAITA pass outs is observed to possess by employers on

the two fields, ‘Soft skills & Good Attitude’ and ‘Practical Skills required at

Industry’. Likewise, high percentage of NYSC pass outs is observed to

possess by employers on the two fields ‘Commitment & Flexibility to adopt’

and ‘Soft skills & Good attitudes’ (Fig 4-4).

3.31 Out of the 112 responses given by 49 employers, nineteen responses

indicated the need for welders. Thirty-six responses out of 112 (32%) are on

automobile related trades. Assessing the future needs of employers, out of

112 responses, seventeen clearly indicated that the employers like to employ

vocational pass outs in the electrician trade. This study identifies the

vocational trainees in the electrician trade as the second highest demanding

category in the future labour market.

3.32 Market as revealed by the responses of employers selected for the study (Fig

5-1).

3.33 The data in Table 5.3 reveals that the 10 demand trades indicated by the

sample of employers under the current study are within the 10 jobs in demand

as recorded in TVEC Information Bulletin.

3.34 Fifty eight percent of the employers are convinced that over 50% of the

employees are fit with their theoretical knowledge required at industry. Forty

six percent of the employers are convinced that over 50% of the employees

are fit with their practical knowledge (Table 5.4).

3.35 The responses on satisfactory level of knowledge & skills of employees are

higher than the corresponding unsatisfactory level responses. The mean

value of responses at satisfactory level is 23.2. Whereas, the mean value of

responses at unsatisfactory level is 9.4. Comparison of means indicates that

the satisfactory level is better.

3.36 Out of the 31 employers, 8 suggested to training providers to focus more on

practical training within the training period, which has been emphasized by

Executive Summary

Tracer Study on Employment of Vocational pass outs v

employers throughout this study. Critical factors emphasized by the

employers, as messages to trainers are,

Attitude development of trainees as punctuality & team work

Training on modern technology

Increasing enrolment of trainees in the fields of high demand

Four employers out of 31 asserted the importance of teaching modern

technology to trainers, in order to minimize the performance gap. (Table 5.5)

3.37 The responses of employers reveal that on-the-job training concentrates on

the familiarization of new tools and equipment and new theory and practices.

This response clearly relates to the need of providing training on new tools

and equipment during training at the Technical Training Institutes and

updating the tools and equipment used in training (Table 5.6).

3.38 Labour Market Bulletin data reveals that the employment categories related to

the priority trades identified by the employers in the study sample (Table 5.3)

are also advertised in the newspapers (Table 6.1).

3.39 The highest absorption percent of vocational pass outs for employment had

been from NAITA. The Table 5.1 of Chapter 5 in this report lists the nature of

business that absorbed these vocational pass outs. (Table 6.2)

3.40 The recruitment of vocational pass outs for employment from Technical

Colleges under DTET is the most popular method of recruitment (Table 6.3)

3.41 Table 6.4 lists the fields in which vacancies occur as indicated by the

employers.

3.42 The percentage of vocational pass outs employed in the private sector is

about three times high as the percentage of those employed in the

government sector. (Table 7.1)

3.43 According to the information revealed by the 324 vocational pass outs

employed in the government or private sectors only 27% have found their

jobs with the help from the Career Guidance Units (Table 7.2)

3.44 A considerable percentage (25%) has responded that there is a significant

mismatch between the two. This viewpoint is strengthened by the finding that

a high percentage of the employees (72%) are in need of updating their

knowledge and skills to meet the new demands in the industry (Table 7.3).

3.45 Out of the 33 employers of passed out vocational pass outs interviewed about

64% have expressed that it is not easy to recruit suitable personnel for their

industries/companies (Table 7.4).

3.46 Vocational pass outs with clear theoretical knowledge who are good at

expressing their knowledge fair better chances in getting selected for jobs. In

this context, poor theoretical knowledge and poor communication skills can

be considered as obstacles faced by the trainees who find it difficult to seek

employment. (Table 7.6)

3.47 Some of the important and popular NVQ Level 3 and NVQ Level 4 study

programmes are not fairly distributed among the Technical Training Institutes.

Executive Summary

Tracer Study on Employment of Vocational pass outs vi

3.48 Additional comments have been made by the Principals/Heads of TTIs. Three

(3) of them have mentioned the need for more classroom space to expand

their study programmes and two (2) have mentioned the need for more

computers. More relevant library books and more instructors were requested

by two (2) Principals/Heads of Institutes. Further, two (2) of them reported

that they have difficulties in obtaining raw material needed for the workshops.

3.49 Except for a few facilities such as ‘equipment and tools at workshops’,

‘availability of audio visual equipment’, ‘availability of support staff’ and ‘in-

plant training facilities’ the majority of instructors (more than 8 out of 14) were

found to be satisfied with the rest of the available essential facilities (Figure

8.1).

3.50 Table 8.4 reveals that four or more of the fourteen Senior Instructors have

stressed the need for facilities such as: ‘machine equipment with new

technology’, ‘new AV equipment’, ‘modernized user friendly furniture’ and ‘CD

based learning equipment for library’

3.51 Chapter 4, Sections 4.2 & 4.3 analyses the shortfalls in the training

programmes completed by the employees.

3.52 The mean value for unsatisfactory percentages for the skills/knowledge

indicated in Table 9.1 is 28%. This is an indication of the training gap.

3.53 High percentages of employers are in favour of developing the trainees in the

fields of practical knowledge, attitude to learning, improving Mathematics,

English and Scientific theory and general updating of trainee knowledge.

(Table 9.2)

3.54 Development of new activities in Mechatronics, Electronic Systems and New

Equipment are high priorities of the employers. (Table 9.3)

4.0 Conclusions and Recommendations

The conclusions and recommendations are forwarded in this report mainly in terms of

the seven objectives and outcomes expected in the study Terms of Reference. As

such the conclusions are mainly in reference to the following expected outcomes.

i. A description of the home background of the vocational pass outs. Their

economic background based on the expenditure patterns.

ii. The disciplines in which the vocational pass outs are employed. The popular

fields of employment.

iii. The sectors of employment and the patterns of absorption.

iv. The rate of absorption of vocational pass outs to the labour market.

v. Obstacles faced by vocational pass outs in securing jobs and the obstacles

faced by employers in recruiting matching trainees.

vi. Fields to be surveyed such as facility improvement in the institutes to

implement NVQ study programmes and securing jobs for the vocational pass

outs.

Executive Summary

Tracer Study on Employment of Vocational pass outs vii

vii. Mismatch between knowledge and competencies expected of the employers

and what is achieved by trainees at the training institutes.

4.1 Conclusions

The conclusions as derived and inferred from the study are indicated below under

relevant headings. The overall conclusion is that the implementation of NVQ study

programmes in the technical training institutes has enhanced the employment

avenues for the trainees.

4.1.1 Specific conclusions relating to vocational pass outs background

High percentage of vocational pass outs is males under 25 years of age and

unmarried. A large number of employees are with a NVQ Levels 3 & 4 education

background.

4.1.2 Specific conclusions relating to socio-economic background of employees

Nearly one third of the employees are the single wage earners in their families. Being

the only wage earner one has to spend a substantial amount of the earnings on the

family and thereby assumes a responsible position in the household. A high

percentage of households have large families with over 4 members in a family.

Half the number of employees spends less than 25% of their earnings on the family.

Forty out of the 65 employees who were interviewed have said, what they can save

for future use is less than 25% of the earnings. Some of the employees are

registered with further education courses while being employed. Part of the savings

is spent as tuition fees on further education courses.

Around 90% of the employees live in houses with either asbestos or tiled roofs with

brick or cement block walls. Almost all of them use firewood as the main cooking fuel.

Most employees do not live close to the work places often located in urban areas.

They travel distances over 10 km using public transport to reach the work places.

4.1.3 Specific conclusions relating to employment

Around 70 % of employees are of the view that there is no mismatch between what

they have acquired at training and the employer demands. However, the employers

have a few comments to make.

There are limitations on knowledge of the employees on modern technologies

and tools.

A comparatively high percentage of employees have acquired the

competencies that are needed at employment but the employers have

identified a few drawbacks.

There is a high demand for welders with highly specialized welding skills. The Auto

Service Supervisors, Masons and Carpenters are not employed on permanent basis.

They are contracted depending on the needs of the industry.

Executive Summary

Tracer Study on Employment of Vocational pass outs viii

In general there is an indication of relative importance of the market demand for

technical grades in the labour market.

Data on Table 6.1 clearly indicate the relative importance of the market demand for


The highest absorption of trainees for employment had been in year 2006.

Absorption had been low from NYSC.

Twenty-one out of 33 employers have stated that the recruitment of trained persons

for the vacancies in their industries as not easy.

4.2 Recommendations

4.2.1 Overall Recommendations

There are two overall recommendations. The first relates to the items in which

success has been observed. The second concerns the general shortcomings and

shortfalls indicated through the study. With regards to the items in which success has

been observed, the recommendation is to have a strategy of building on the success.

Among the items which come under this category are:

The effort by the Ministry of Vocational and Technical Training to implement

the NVQ Levels 3 & 4 in Technical Training Institutes under their purview.

Success procedures already developed to establish Career Guidance Units at

the Technical Training Institutes under the ministry.

Establishment of computer databases utilized for directing vocational pass

outs to the world of work.

Continuation of the supply of printed instructional material on the competency

based teaching, learning and evaluation.

Development of infrastructure to create a convincing learning environment

which includes buildings, garden layout, power and water supply.

The professional development programmes for key persons on Technical

Education organized by the Technical Education Development Project.

With regard to the second category where shortcomings and shortfalls were

observed, the recommendation is to note them while seeking to rectify, where

feasible. Among the items which come under this category are,

Inadequacies in audio-visual equipment such as multimedia projectors,

overhead projectors, computers and CD ROMs to improve instructor

presentations.

Inadequacies in the availability of internet facilities for instructors and trainees

to access the global developments in technology.

Inadequacies in books, technical encyclopedias, manuals, journals and other

research literature on technical education in the institute libraries.

Executive Summary

Tracer Study on Employment of Vocational pass outs ix

Inadequacies in copying facilities in some of the libraries which is essential for

trainee studies.

4.2.2 Specific Recommendations

(a) NVQ Level 3 & 4 Study Programmes

Already there are study programmes in Technical Training Institutes aimed

towards participation of women. The recommendation is to more consciously

organize NVQ Levels 3 & 4 study programmes to attract more women through

the intervention of the good office of the TEDP. Gender bias should be reduced

to a minimum. In this regard, the analysis of higher demand jobs by the TVEC

favouring females is identified and the development of training for the following

vocations at NVQ Levels 3 & 4 is recommended.

Receptionist

Account assistants/clerks

Secretaries

Customer service executives

House maids

Attendants at Homes for Elders/Disabled/Children

Montessori Teacher

Computer Operators

It is understood that the NVQ Levels 3 & 4 study programmes in the Technical

Training Institutes have a short history. A closer look at the implementation

problems such as availability of required resources and the in-service training for

instructors for updating them in the relevant fields is recommended. A SWOT

analysis is recommended in this regard. Eight areas in which upgrading is

recommended arranged in order of priority are,

Machine Equipment with new Technology.

Professional Development Programmes for Instructors.

Audio-Visual Equipment to improve instruction methodology and trainee

presentation of their projects.

Modernized and user-friendly furniture for classrooms and workshops.

Modernized library with facilities for CD based learning, computers,

Internet access and relevant books and journals on Technology.

Infrastructure development to provide more spacious classrooms.

Improvements to Career Guidance Unit with the provision of trained

officers, facilities for conducting job awareness seminars & workshops,

facilities for publicizing available jobs and enhanced coordination with

industry within the district and outside.

Curriculum Development to keep in pace with development in Technical

Education in developed countries.

It is observed that the employees with a background of NVQ Levels 3 & 4

education come from the Technical Training Institutes under the DTET, NAITA,

VTA and NYSC. It is recommended that these institutes share their experiences

at forums and common workshops aimed at quality improvement of training.

Executive Summary

Tracer Study on Employment of Vocational pass outs x

It is recommended that the 10 priority trades as observed by the employers and

also in agreement with the higher demand jobs in advertisements as analyzed by

TVEC be improved in quality and increased trainee participation under the NVQ

programme. The 10 trades arranged in the order of priority are,

Welder

Electrician

Managers, supervisors & construction technicians

Auto Electrician

Auto mechanic

Auto AC Technician

Computer assistant

Auto Service supervisor

Mason

Carpenter

(b) Employer – Employee interactions

The report lists the needs of employers to fill the knowledge gaps of the trainees.

While the employers appreciate in general the level of training provided to

vocational pass outs at industry, they also have identified the following

deficiencies in the training programmes (arranged in the descending order of

deficiency)

Practical skills to handle tools & new technology

Work procedure adhering to manuals & instruction books

Communication skills

Confidence to handle tasks independently

Performance standards & quality of work

Social skills

Level of commitment

Theoretical knowledge

Systematic planning of tasks.

While these deficiencies are not directed to training under any particular trade, it

is recommended that all training programmes under NVQ study programme

network endeavour to fill the above gaps in the training observed by the

employers.

The employers have planned to incorporate new activities to their industries

based on the new development work in the country. These new activities include,

Mechatronics

Electronic control systems

Production and assembly of new equipment

Fabrication of new metals and alloys

New telephone technologies

Automated systems of production

Pollution control and emission tests

Executive Summary

Tracer Study on Employment of Vocational pass outs xi

New techniques of auto painting

Computer database development

Fault detection using digital technology

VE Pump technology

Gasoline direct injection technology

The employers have specifically mentioned new competencies/skills that they

need for future developments of activities that they have planned. These

competencies/skills recommended to be incorporated into training are,

Broad Knowledge on modern theories and practices

Good attitude to work

Computer knowledge

English Language

Management & Communication

New welding technologies (TIG) (MIG) Spot

Mechatronics

Emission control technology

Lathe/Milling machine operation

It is recognized that the attitude development of trainees cannot be achieved in a

short time and the committed involvement is required of the trainees. Following

long term attitude development during training is recommended.

Working in groups

Respecting views of other group members

Providing leadership to other members in working groups

Obeying instructions of instructors/leaders

Punctuality at learning sessions

Genuine record keeping etc.

The employers have stressed the need for English Language and IT

competencies for the employees. English language is essential for

comprehending the Instruction manuals and other literature usually not available

in national languages. Information Communication Technology is required to be

in touch with the developments in other countries in the technology development

fields. It is recommended to fill this gap at the training.

The priority areas the employers have identified among others to be stressed

during training are,

Focus more on practical knowledge associated with training

The techniques of seeking new knowledge. (Internet use, reference to

new manuals, journals and encyclopedias on technology)

Development of good attitudes on behavior, punctuality, team work etc.

Teaching basic Mathematics, English and Scientific Theory

The employers have stated the trades in demand particularly in relation to the

new developments in the industry as,

Executive Summary

Tracer Study on Employment of Vocational pass outs xii

Electronic Control Systems including Relays, Sensors, Security devices

and new Fuel Saving Mechanisms.

New equipment assembly and handling with use of supplier manuals and

instructions

Mechatronics

Fabrications using new metals an alloys entering the construction

technology field.

CDMA/ADSL/IPTV

Automated systems in production

Emission testing methodology

Auto painting including heat and humidity control systems.

New developments in computer technology

Digital fault detectors

VE Pump Technology

Gasoline direct injection

Management and Communication skills

New welding technologies (TIG, MIG), Spot welding

Lathes & Milling machines

It is recommended that the trainers take note of the message given by employers

which includes the following.

Focus more on Practical knowledge within training

Training on Attitude, Behavior, Punctuality, Team work

Teaching Basic Mathematics, English and Scientific theory

Teaching modern technology

Teaching how to update their knowledge

Give In plant training in relevant places

Train more people to meet the demand

Improve ability to read and understand (following Instructions Manuals)

Train the students according to demand fields

Broaden the syllabus. Develop Multi skills

Need to improve the knowledge of instructors

Independent working abilities

Steps should be taken to improve the relationships between the TTI authorities

and the employers in the respective areas, who provide training and employment

opportunities for trainees, in order to minimize the biased opinions developed by

employers towards some TTIs in offering employment.

Steps should be taken to establish in-plant training opportunities for vocational

trainees in TTIs where this facility is not available; and to further strengthen the

in-plant training programmes already offered in TTIs. Establishment of in-plant

training coordinating committees comprising of representatives from industry and

training institutes is recommended.

Professional development opportunities should be provided to instructors as well

as to technicians in order to update their competencies to enable them meet the

Executive Summary

Tracer Study on Employment of Vocational pass outs xiii

challenges of new technological development. Such opportunities should be

provided according to well designed plan to benefit all the TTIs and subject

disciplines.

(c) Areas to be further surveyed

(i). Steps should be taken to carry out an in-depth analysis on the NVQ Level 3

and NVQ Level 4 study programmes conducted at the different TTIs to

ascertain factors such as the distribution of the programmes according to

trades/vocations, relevance to the context, enrolment patterns and availability

of instructors; and make use of the resulting information in approving new

programmes for TTIs.

(ii). Well planned in-depth, comprehensive studies should be carried out to throw

light on the following needs.

To establish the mismatch that exists between the training received by the

trainees from the TTIs and the demands expected by the employers.

To ascertain the reasons underlying the unemployment of vocational pass

outs and the patterns of unemployment.

To ascertain the current level of availability of teaching-learning resources

in the TTIs and their future needs taking into consideration the proposed

new study programmes. In such a survey special emphasis should be

paid to factors such as working condition of different items, their

adequacy, and their level of utilization.

To gather background information necessary to revise the ongoing

curricula and to develop new curricula, covering a large number of

disciplines. In such a survey views from various categories of personnel

have to be collected systematically, including subject specialists,

educationists, and employers of different levels and passed out as well as

current trainees.

To gather background information needed to develop a plan to implement

computer assisted teaching and learning in the TTI system. Such a survey

should particularly look into needs such as funds, equipment,

infrastructure, technical assistance, and training.

To ascertain the strengths and weaknesses of those ongoing NVQ levels

3 & 4 study programmes that are relevant to study programmes proposed

for levels 5 & 6, conducted at the TTIs. Such a survey should pay special

attention to issues that need to be addressed in establishing proposed

study programmes in the respective TTIs.

(d) Further Education of employees

It is very encouraging to note that some of the employees are already engaged in

further education programmes on a part-time basis during their employment at

industry. The courses in which they are registered arranged in the order of

popularity are,

Executive Summary

Tracer Study on Employment of Vocational pass outs xiv

NCT Electrical, Electronic and Mechanical courses

Welder / Fitter

Heavy Machinery

Mechatronics

City & Guilds Courses

Machinist

English Language

Degree & Diploma courses relevant to the field of initial training

It is recommended that this aspect be enhanced by offering incentives such as,

Study leave to attend classes

Recognition of achievements for promotions within the industry

Extra remunerations and bonuses

Financial assistance through Bank loans to pay for tuition and purchase of

study material

Contents

Acknowledgements

Abbreviations

Executive Summary

Chapter 1: Introduction 01

1.1 Technical skills development in Sri Lanka 01

1.2 Objectives 05

1.3 Structure of the Report 05

Chapter 2: Methodology 07

2.1 Sample of Technical Training Institutes 07

2.2 Tracing of Employers, Vocational pass outs and Employees 08

2.3 Methodology for identifying technical training beneficiaries 09

2.4 Data Collection 11

2.5 Analysis of Non-Respondent’s sample 11

2.6 Data Cleaning and Entry 11

2.7 Data Analysis 12

Chapter 3: Economic and social status of Vocational pass outs 13

3.1 Background of employee study sample 13

3.2 Expenditure pattern on employees emoluments 14

3.3 Further Education opportunities for employees 17

3.4 Family/household detail of employees 19

Chapter 4: Employment statuses of vocational pass outs in different disciplines 21

4.1 Industry detail of employees 21

4.2 Competencies and Knowledge requirements at industry 22

4.3 Career expectations 23

4.4 Knowledge and skills for further development 24

Chapter 5: Absorption pattern of future trainees 27

5.1 Employer views on employment fields in demands in vocational pass outs 27

5.2 Ranking of demand for local jobs by Tertiary and Vocational

Education Commission 29

5.3 Fitness of the vocational pass outs to the industry 30

5.4 Skills and Knowledge demonstrated by employees 31

5.5 Messages by Employers to Training Providers 32

5.6 On-the-Job Training 33

Chapter 6: Rates of absorption of vocational pass outs into the labour market 34

6.1 Absorption of vocational pass outs for employment 34

6.2 Career path of vocational pass outs 36

Chapter 7: Obstacles the vocational pass outs face in the process of securing jobs 37

7.1 Obstacles according to employed vocational pass outs’ information 37

7.2 Obstacles according to employers’ information 38

7.3 Obstacles anticipated by trainees 39

7.4 Unemployed vocational pass outs 40

Chapter 8: Factors to be further surveyed 41

8.1 To improve the ongoing NVQ level 3 & NVQ level 4 study programmes 41

8.2 To improve the facilities and learning-teaching resources at TTIs 42

8.3 To improve the curricular, methods of instruction and assessment at TTIs 45

8.4 To improve Computer Assisted Teaching and Learning at TTIs 47

Chapter 9: Gaps in the Technical and Vocational Educational Programmes 50

9.1 Shortfalls in the training 50

9.2 Training gaps indentified and remedial action proposed by employers 51

Chapter 10: Summary o findings 54

Chapter 11: Conclusions & Recommendations 60

11.1 Conclusions 60

11.2 Recommendations 61

References:

Labour Market Information Bulletin- Volume 01/’07 – June, 2007

The websites of MVTT, DTET, NAITA, and NYSC

Annexes:

Annex 2.0: Terms of Reference

Annex 3.0: Survey Instruments for TTIs

Annex 4.0: Survey Instruments for Employers and Employees

Annex 5.0: Postal Questionnaires

Annex 7.1: List of Technical Training Institutes

Annex 8.1: Number of NVQ level 3 & 4 study programmes

Chapter 1: Introduction

Tracer Study on Employment of Vocational pass outs Page 1

Chapter 1

Introduction

1.1 Technical skills development in Sri Lanka

The Ministry of Vocational and Technical Training (MVTT) is entrusted with

formulation of policies on Technical Education and Vocational Training

and implementation of such policies through its arms among others, the Department

of Technical Education and Training (DTET), Vocational Training Authority (VTA),

National Apprentice and Industrial Training Authority (NAITA).

Tertiary and Vocational Education Commission (TVEC) is the apex statutory body in

vocational education and training in Sri Lanka functioning under the Ministry of

Vocational and Technical Training. Its main responsibilities are the planning, co-

ordination and development of tertiary and vocational education. Its functions include

preparation of policies and plans, maintenance of a national accreditation and

certification system, maintenance of Labour Market Information and assistance and

guidance to Tertiary and Vocational educational institutes and development of core

curricula. TVEC is the regulatory body for all aspects of implementation of Technical

and Vocational Education and Training (TVET) in Sri Lanka. TVEC has outlined the

key policies and operational features of the National Vocational Qualifications

Systems in Sri Lanka (NVQSL).

The NVQ framework provides the opportunity for sustainable, strategic solutions for

national training needs conforming to labour market requirements and it will lead to

achieve international recognition for qualifications, skills and knowledge of Sri Lankan

workers in an increasing competitive global environment. There are seven levels of

qualifications ranging from Level 1 to Level 7. National Certificate for Level 1 is

recognizing the acquisition of a core of entry level skills. National Certificate for Level

2, 3 and 4 is recognizing the increasing levels of competencies. Level 4 qualification

awards for full national craftsmanship. Level 5 and 6 is a National Diploma and it

recognizes the increasing levels of competencies ranging from technical level to

management level. Level 7 is a Bachelors Degree or equivalent. Certification of these

levels is carried out by the institutions accredited by the TVEC and they are nationally

recognized.

Some of the main actors of the technical skills development arena in Sri Lanka, who

are directly relevant to current study, are briefly discussed below;

In this report those students who undergo training at TTIs are called “Trainees”.

Those who have completed training are called “Vocational pass outs” and

vocationally qualified pass outs who are employed are called “Employees”.



Skills Development Project

The Skills Development Project (SDP) with a ADB loan of USD 18.8 million was

approved and agreement was signed in 1999. The loan was declared effective from

March 2000. SDP was also co-financed by the Nordic Development Fund (NDF) and

the Organization of Petroleum Exporting Countries (OPEC) for an additional fund of

USD 14.43 million.

The main aim of the Project was to,

‘Build a high-quality workforce and address the issues of skills mismatch and

unemployment among rural and urban youth’.

The objectives of the Project were,

Improvement of quality and relevance of skills development programmes

Upgrading of facilities and capacity building of Technical Education and

Vocational Training (TEVT) Institutions

Strengthening of NGOs and private sector participation

Establishment of Information Communication Technology (ICT) facilities in

rural areas

The ongoing Technical Education Development Project (TEDP) assisted by ADB

builds on the outputs of the SDP, particularly on the National Vocational

Qualifications (NVQ) Framework. TEDP supports the Government’s strategy in

addressing the supply-demand gap of technicians and technologists by,

Strengthening the Colleges of Technology to offer technician education on

the NVQ framework.

Strengthening the Ministry of Vocational and Technical Training (MVTT)

and the relevant institutions under the Ministry such as the DTET, VTA

and NAITA and NYSC falling under the Ministry of Youth Affairs to support

a market-responsive technical education and vocational training (TVET)

system.

Establishing the University of Vocational Technology (Univotec)

The Project develops the new technician programmes within the NVQ framework and

shall upgrades six Technical Colleges (TCs) in six out of nine provinces to conduct

them. The upgraded TCs will be named as Colleges of Technology (COTs). The

Project strengthens MVTT and relevant institutions under its purview towards

facilitating, supporting and ensuring a quality, efficient and sustainable TVET system,

with focus on NVQ Levels 5 to 7. The Project will assist the government to establish

the proposed Univotec that will address shortage of technologists and qualified

teachers for TVET and on the other hand provide an alternate career path for

students and TVET sector personnel leading to a degree. The Project will inter alia

develop programmes leading to Bachelor of Technical Education and Bachelor of

Technology Degrees and upgrade the facilities and equipment of institutions

including Univotec, as necessary to offer these degree programmes.



Department of Technical Education and Training

At present there are 38 Technical Colleges scattered throughout Sri Lanka. These

institutions are managed by Department of Technical Education and Training (DTET)

which functions under the Ministry of Vocational and Technical Training (MVTT).

In order to upgrade the quality of technical education programmes offered by DTET,

9 Technical Colleges are identified to represent the provinces and each of them to be

managed by a Director and a Additional Director. These Technical Colleges to be

upgraded are located in Maradana, Galle, Kandy, Anuradapura, Badulla, Kurunegala,

Rathnapura, Ampara & Jaffna. Rest of the Technical Colleges comes under the

purview of these upgraded colleges. Initially, six of these Technical Colleges are to

be upgraded by TEDP and named as Colleges of Technology.

Members of the academic staff of Technical Training Institutes are continuously

exposed to local as well as foreign training to update their knowledge and skills in the

relevant subject areas. UK, Sweden, Netherlands, Japan, Korea, Philippines and

India are some of the countries where staff training has been provided. The UNDP,

the British Council, ILO, and JICA, have been providing funds to most of the

scholarships. The Colombo Plan Staff College (CPSC) has provided short-term

workshops/seminars and in-country courses to technical college staff.

.

The physical facilities of Technical Colleges were updated in the recent past under

the TEDP funded by the ADB with technical assistance from overseas agencies such

as SWEDEC, SIDA and ODA. Every effort is being made presently by the technical

education system to improve the standards of technical education to face the

technological challenges of the 21st century. (Ref: DTET Web Site)

Vocational Training Authority

The Vocational Training Authority (VTA) of Sri Lanka was established in August 1995

under the provisions of the Vocational Training Authority of Sri Lanka Act, No. 12 of

1995, with the objective of providing job oriented training especially to the rural youth.

The VTA has four types of Vocational Training Centers.

The VTA offers skills training through a network of 6 National Vocational Training

Institutes, 14 District Vocational Training Centers, and 199 Rural Vocational Training

Centers. Enrolment of trainees to these centers for the year 2008 is now on.

However, a process has now begun to optimize the resource utilization within the

VTA. Under this programme, some rural centers are merged and some relocated.

(Ref: VTA Web Site)

Objectives and related Strategies of VTA are,

Delivery of job oriented training with emphasis on the rural based operation of

an effective job placement service

Career guidance and counseling

Propagation of IT skills to the rural base



Establishment of Training and Production Centers that generate revenue to

the VTA

Integrated approach to Vocational Training

National Apprentice and Industrial Training Authority

The National Apprenticeship Board (NAB), predecessor to the present National

Apprentice and Industrial Training Authority (NAITA) was established in 1971 by an

Act of Parliament. It was renamed as NAITA and functions within the purview of the

Ministry of Vocational and Technical Training. The main aim of NAITA is to,

‘Provide vocational and technical training for the youth, to acquire employable skills

through well formulated skills training programmes with the highest professional

standards to meet the skilled manpower requirement in the country.’

NAITA conducts island-wide training programmes through national level institutes as,

Institute of Engineering Technologies, Katunayake, Automobile Engineering Training

Institute, Orugodawatta, Apprentice Training Institute, Katubedda and five other

regional level centers aimed at small, medium and large scale enterprises, under the

advice and direction of a Board of Management. NAITA has launched a programme

to award certificates of national recognition for trainees of vocational skills, under

which they have the opportunity of obtaining NVQ Certificates. These certificates

enjoy national and international recognition. If self-employed, these certificates

enable the trainees to raise loans from banks and other institutions. NAITA also has

a scheme to recruit school leavers as apprentices and organize on-the –job training

for them at the industrial sector.

The category of Technical Training Institutes (TTIs) and the number of certificates

issued under the NVQ programme up to end of September 2008, are given in Table

1.1

Table 1.1: Total no. of NVQ certificates issued by TVEC

TTI category of Certificate winners

Number of certificates issued

NAITA 2530

VTA 4617

DTET 275

NYSC 849

Private 849

Total 9120

Source: TVEC

This NVQ certificate opens for the vocational pass outs a path leading to the National

Diploma, Higher Diploma or the Degree level qualifications enabling them to plan

their career path with confidence. The skill / ability of the trainee could be tested and

confirmed at his own workplace or a training center named by NAITA.



National Youth Services Council

National Youth Service Council Act No 69 of 1979: With the establishment of the

Ministry of Youth Affairs and Employment in 1978, the reorganization work of the

National Youth Services Council was commenced. The council has organized skills

development courses of six month-duration in a large number of centers throughout

the country. The training courses are aimed at employment of rural youths.

1.2 Objectives of the Tracer Study

The objectives of the study are to,

analyze the economic and social status of beneficiaries after the completion of

training.

analyze the current employment status of Vocational pass outs in different

disciplines.

analyze the absorption patterns of the Vocational pass outs in different sectors of

employment.

analyze the pattern and the rate of absorption of Vocational pass outs into the

labour market.

identify the obstacles faced by the Vocational pass outs in the process of

securing jobs in the labour market.

identify the factors to be surveyed further

identify the gaps of Vocational pass outs as observed by employers and

mismatches between industry acceptances and skills of trainees.

1.3 Structure of the Report

This report is divided in to 11 chapters. The current Chapter on the Introduction is

followed by Chapter 2,

Chapter 2 describes the sampling procedure adopted to ensure the coverage of a

representative and a well distributed sample of Technical Training Institutes,

Employers of trained Vocational pass outs from the institutes and the Employees of

these institutes. The Technical Training Institutes were visited and data collected by

the team of consultants. Conducting interviews with the sample of Employers and

Employees was done by the consultants and specially trained persons. This Chapter

also describes the sources of data collection as Principals of Technical Institutes, the

Senior Instructors and Trainees. The techniques of data collection included

structured interviews, administration of questionnaires, observation schedules to

assess the available facilities at Technical Training Institutes and Focus Group

Discussions with trainees. Data cleaning procedures adopted and training of persons

to enter data are described in Chapter 2.

Chapter 3 focus on analysis of the responses by the vocational pass outs to a postal

questionnaire and responses of a sub-sample of trainees at face- to -face interviews.

The analysis leads to a description of the economic and social status of the



employees. This Chapter also describes the expenditure pattern of the employees

and a description of the nature of their households.

Chapter 4 describes the employment status of vocational pass outs in different

disciplines outlining the industry details of employees and the competencies they

possess to fulfill the duties by the employer and also what other missing

competencies are identified to be included in the future study programmes at the

Technical Training Institutes.

Chapter 5 describes the absorption patterns of vocational pass outs in different

sectors of employment. Employment areas in demand will be identified and the

fitness of vocational pass outs will be assessed with an analysis of the responses of

employers. The Chapter also describes the problems faced by the employers in

recruiting fitting vocational pass outs for their industry.

Chapter 6 assesses the rates of absorption of vocational pass outs into the labour

market. Absorption pattern for the last three years will be studied from the responses

of the employers and possible predictions will be made for the future years. For this

purpose details of existing vacancies, employer rating of employees and the career

path for trainees will be discussed with the employer.

Chapter 7 describes the views of the trainees obtained at the focus group

discussions on obstacles they face in securing jobs. The responses of employers on

mismatch of training with employer requirements based on the new developments in

technologies and new tools will be analyzed

Chapter 8 include factors to be further surveyed on improvements to the ongoing

NVQ Levels 3 & 4 programmes, the need for renewal of curriculum and enhancing

computer based teaching and learning at institutes of technology.

Chapter 9 further analyses the gaps between TVET courses and the employer

needs as identified at focus group discussions and employer interviews. The need of

soft skills at the place of work and literacy levels of ICT and English required will be

analyzed and reported.

Chapter 10 presents the findings from both qualitative and quantitative data

analyzed along with a discussion under each of the findings.

Chapter 11 summarizes the conclusions and makes recommendations for the

improvement of TVET study programmes in Sri Lanka and enhancing job

opportunities for vocational pass outs.

Chapter 2 Methodology


Chapter 2

Methodology

This Chapter summarizes the methodology adopted by the consultants in addressing

the Terms of Reference given by the client.

The TOR (Annexe 2), required the consultants to complete the following tasks;

Development of a methodology, strategy and work plan after a preliminary

discussion with the client

Development of data collection tools

Data collection through trained persons

Analysis of data

Presentation of a Final Draft Report

Presentation of the Final Report

2.1 Sample of Technical Training Institutes

The study needed the identification of Technical Training Institutes with NVQ levels 3

& 4 programmes. Thirty nine such Technical Training Institutes were identified by a

mapping exercise done while referring to TVET guide books and at discussions with

the Directors of TETD, VTA, NAITA, NYSC and the TEDP. Ninety Technical study

programmes that could form the foundation for continuation in NVQ Levels 5 & 6

study programmes were identified.

Upgrading of Technical Institutes for the level of Colleges of Technology (CoTs) is

proposed for the six districts of Anuradapura (in NCP), Badulla (in Uva), Kandy (in

CP), Kurunegala (in NWP), Maradana (in WP) and Ratnapura (in Sabaragamuwa).

Sample Technical Training Institutes were selected based on the following criteria:

institutes with NVQ Level 3 and 4 study programmes in 06 provinces.

institutes representing DTET, VTA, NAITA and NYSC only.

institutes with study programmes leading to the 13 proposed areas of levels 5

and 6.

present level of trainee enrolment to the NVQ level 3 and 4 courses.

The population of institutes representing DTET, VTA, NAITA and NYSC in the

selected six provinces is 297 (Source: TVET Guide, 2007). Thirty-nine Technical

Training Institutes (which is 13% of 297) acceptable to the client were selected

purposively. The distribution of purposive sample of institutes for the tracer study is

given in Table 2.1.



Table 2.1: Sample of Technical Training Institutes

Province No. of relevant

Institutes

Sample of institutes

for study

WP 188 25

CP 29 4

SAB 17 2

Uva 10 1

NCP 23 3

NWP 30 4

Total 297 39

2.2 Tracing of Employers, Vocational pass outs and Employees

Addresses of vocational pass outs and their employers were obtained using the

following two procedures.

i. Discussions with Heads of VTA, NAITA, NYSC and Heads of Technical

Colleges.

ii. Through a postal Questionnaire which comprised of information requested

under the following variables.

Name of Institute, the district of location and contact details

Titles of NVQ level 3 & 4 study programmes conducted at the institute

Trainee enrolment at NVQ level 3 & 4 study programmes

Names and addresses of vocational pass outs who left the Institute after

the completion of NVQ level 3 & 4 courses by the year

Names and addresses of trainees who left the Institute without completing

NVQ level 3 & 4 courses by the year

The consultants visited thirteen leading Technical Training Institutes for discussion

with Principals/Heads of Institutes and Senior Instructors. The thirteen Technical

Institutes for visits were selected using the following criteria.

The location of the Institute in the proposed districts for the establishment

of the Colleges of Technology

The Institutes which are likely to be upgraded. (identified by TEDP )

The institutes with a relatively large number of NVQ level 3 & 4 courses

The trainee enrolment at the courses

One of the main purposes of the consultants visiting the thirteen Technical Institutes

was for the observation of the learning environment at the institutes. An Observation

Schedule to gather data on the following variable was designed which focused on:

Availability of adequate classrooms and furniture

Availability of adequate workshop rooms

Availability of equipment

Tutorial staff with their qualifications and training

Availability of land space for expansion



A Questionnaire designed to gather data under the following variables was mailed to

the 150 employers.

Contact details of employer

Number of employees who have been trained in Technical Institutes and

the level of training.

The employment status of such trainees

Punctuality and participation at work

Attitude towards fellow workers

Attitude towards management.

Care and maintenance of equipment & machinery

Opportunities for further training for employees

In-service training

Welfare

Another 49 employers were identified for in-depth study. Thirty-three of these

employers and 84 vocational pass outs were interviewed at the industry premises by

the consultants using interview formats. Sixteen of 49 employers sent their

responses by mail. The interview format for the employers was directed towards

labour market analysis. The data was collected under the following variables from the

employers.

Rate of employment of vocational pass outs

Payroll

Labour market activity

General economic conditions

Labour supply & demand affecting the employer assets

Unfilled jobs & number of job openings or the job opening rate

2.3 Methodology for identifying technical training beneficiaries

TVEC is responsible for the issue of NVQ certificates to those who fulfil the

necessary requirements. The requirements can be fulfilled either by successfully

completing a training programme at a TTI or by those successfully passing a

competency test at their work stations. The total number of NVQ certificates issued

up to end of September 2008 is 9120 (Table 1.1). This number includes certificates

issued to vocational pass outs and those from private training institutions at all four

NVQ levels.

As already mentioned a questionnaire was posted to 2700 vocational pass outs

envisaging at least 30% to respond. In other words, at least 900 hundred vocational

pass outs to respond. This number (900) represents about 10% of the total number

of NVQ certificate awardees. The actual number responded was 513, which is about

6% of the total number of NVQ certificate awardees. This sample can be considered

as satisfactorily valid for a study of this nature.



A Questionnaire designed to gather the following information was posted to 2700

addresses of vocational pass outs who have successfully completed NVQ study

programmes.

Personal information such as age, gender, contact details and etc.

Social background of trainees

Economic background of trainees

Employer information & nature of employment.

Obstacles faced by trainees in securing employment

Training gaps as identified by trainees

Out of the 513 Questionnaires completed by the vocational pass outs and returned to

the consultants, a sample of 84 employees was identified for interview.

Table 2.2: Summary of Sampling Stages

Sampling

Stage Survey Instruments Outcome Survey methodology used

Stage 1 Interview Format for key persons at DTET, VTA, NAITA and NYSC.

Identification of 39 Technical Training Institutes with NVQ level 3&4.

Identification of 90 NVQ level 3&4 courses.

Interviews by appointment of key persons in Colombo. Four directors of DTET, VTA, NAITA and NYSC respectively selected referring to the TVEC Guide Book of 2007.

Stage 2 Questionnaire to Heads of identified 39 Technical Training Institutes

Interview Format for

Heads of Technical

Training Institutes.

Observation Schedule to observe NVQ teaching/learning.

2700 Vocational pass outs names & addresses for the three years 2005, 2006 & 2007 classified by the NVQ course

Views of 13 Heads of

Institutes on NVQ

programmes.

Views of consultants on

teaching/learning

methodology.

Administration of 39 Questionnaires by post to TTIs Interviews with visits to 13


Field observation of

implementation of NVQ

Programmes.

Structured interview to 26

Senior Instructors.

Stage 3 Questionnaire to 2700 Vocational pass outs.

Selection of Employers for in-depth study.

Administration of Questionnaires by post

Stage 4 Interview Format for the identified 49 Employers.

Interview Format for 84

Employees.

Employment status of NVQ students. Employer satisfaction.

Employee satisfaction

Field visits & interviews of employers and employees.

Structured interviews



2.4 Data Collection

All the data collection instruments were translated to Sinhala Language and subjected

to trial. Data collection from the 13 Technical Institutes was carried out by the team of

consultants themselves. They also interviewed a sub-sample of employers and

employees in the districts they visited. The field staffs of MG Consultants consisting of

experienced educationists who have recently retired from the Ministry of Education

and the National Institute of Education were handpicked to support the consultants in

the field. They joined the consultants and acquired an understanding of the Interview

Formats and had an on-the -job training in data collection.

Focus Group Discussions with trainees were conducted by the consultants. For this

purpose a random selection of 10 – 15 trainees was done in each of the Technical

Institutes and met by two of the consultants. One consultant facilitated the discussion

while the other carefully tape recorded the discussion. Discussions were facilitated

around the facilities at the Technical Institutes and the future employment

expectations of the trainees.

2.5 Analysis of non respondent’s sample

A sub-sample of 51 vocational pass outs who did not respond to the postal

questionnaire was selected by the consultants to ascertain the reasons for not

providing the information. A brief questionnaire posted to these 51 vocational pass

outs revealed the information in Table: 2.3.

Table 2.3: Reasons for not responding to postal questionnaire

Reason for not responding Number out of 51

Gone abroad for employment 3

Employed 14

Looking after the family but doing nothing in particular 14

Following a higher TVET programme 3

Change of residential address given to TTI 17

Some of those vocational pass outs who are employed and some who are looking

after their families were not interested in responding to the questionnaire. Another

group has left the country for employment abroad and some of the addresses given

to the institutes during training are those of temporary boarding houses.

2.6 Data Cleaning and Entry

Data was cleaned in the field itself by crosschecking the entries by different

consultant records and observations. A second stage cleaning was done at the data

entry, where the vocational pass outs had not answered some of the questions.

Telephone conversations were helpful to fill the gaps.



Data entry persons were trained by the consultants. Trial entries were made and

checked. Data entry formats were developed by the consultants using Statistical

Package for Social Sciences (SPSS) computer software.

2.7 Data analysis

The frequency tables and cross tabulations have been done under each of the study

objectives. The discussions among the consultants and the client were continued

until the report was finalized.

Chapter 3: Economic and social status of Vocational pass outs


Chapter 3

Economic and social statuses of vocational pass

outs from Technical Training Institutes

The policy makers in Technical and Vocational Education in Sri Lanka have sought to

increase participation and attainment in technical education and training through the

introduction of Competency Based Training (CBT) and offering National Vocational

Qualifications (NVQ) at four levels. In both cases they have set new targets for

attainment and espouse objectives in seeking to build a highly skilled workforce for

the twenty-first century. This Chapter examines the present Socio-Economic status of

the employees with technical education qualifications from Technical Training

Institutes in Sri Lanka. The sample comprises of 513 vocational pass outs who

responded to a postal questionnaire and 84 of them who were directly interviewed by

the consultants. The Chapter uses a comparative analysis of the different strategies

to draw out some hypotheses to the factors which influence socio-economic

background of employees.

3.1 Background of employee study sample

The total sample of 513 vocational pass outs comprises of 461 (90%) males. Two

hundred and twelve (41%) of the vocational pass outs have joined the Technical

Institutes after having competed G.C.E. A/L at general education in schools while the

others have only GCE O/L qualification or below.

Figure 3.1: Percentages of vocational pass outs in different age groups

Nearly 80% of the vocational pass outs are below 25 years of age. 440 out of 513

(86%) vocational pass outs are unmarried. The broad job categories of the 513

vocational pass outs are discussed in Chapter 4 of this report.

A considerable number of technical training institutes in Sri Lanka offer technical

training to students. Many of these institutes are managed by the government and a

few by private sector. The percentages of Vocational pass outs who have received

26

57

12

2 2

0

10

20

30

40

50

60

Less than 20 21 - 25 26 - 30 31 - 35 Over 36

Percentages of vocational pass outs in different age groups



NVQ certificates according to the records maintained at TVEC are given in Figure

3.2.

Figure 3.2: Percentages of vocational pass outs at technical training institutes

It is revealed that -VTA and NAITA are the main suppliers of technically qualified

persons to industry.

The highest technical education study programmes the vocational pass outs have

completed are given in Figure 3.3

Figure 3.3: Training level of vocational pass outs

Eighty three percent of the vocational pass outs in the sample are from NVQ Levels 3

& 4 study programmes. The balance has followed trade level courses which provide

only basic and introductory skills at NVQ levels below 3 & 4.

3.2 Expenditure pattern on employee emoluments

As nearly 80% of the employees are below 25 years of age and 86% are unmarried,

it can be assumed that in households where he/she is the only wage earner, he/she

holds a key position in the family expenditure. The responses of 84 employees who

28

51

3

9

9

Certificate percent awarded by TVEC

NAITA

VTA

DTET

NYSC

Private

18%

42% 41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Courses below L3&L4

NVQ Level 3 NVQ Level 4



were interviewed on the number of wage earners in their families are analyzed in

Table 3.1

Table 3.1: Wage earners in employee families

No. of wage

earners/household

No. of

households

Percentage of

households

1 23 27

2 36 43

3 8 10

4 4 5

7 2 2

Did not respond 11 13

Total 84 100

Twenty seven percent of the employees have to take full responsibility for their family

expenditure as they are the only wage earners in the family. Seventy percent of the

households have either one or two wage earners only.

The number of household members in the 23 single wage earner families is given in

Table 3.2.

Table 3.2: Household members in single wage earner families

No. of households with

single wage earner

No. of household

members

1 2

9 3

7 4

6 5

Data in Table 3.2 reveals that there are 6 (7%) households in the sample with each

having five family members but with only one wage earner.

The family sizes of the 84 employees are given in Table 3.3.

Table 3.3 Family sizes of Employees

Family size inclusive

of the employee

No. of

households

Percentage of

households

2 3 4

3 10 12

4 25 30

5 28 33

6 5 6

7 3 4

8 2 2

Did not respond 8 9

Total 84 100



Two-member households are only 4%. Seventy -five percent of the households are

having 4 or more members.

Four hundred and fourteen of the sample of 513 vocational pass outs (81%) has

stated the nature of their employment as shown in Table 3.4. Ninety nine vocational

pass outs did not respond as they are unemployed.

Table 3.4: Nature of Employer

Employer Number of

employees

Percentage Out

of employed

Government 98 19

Private 273 53

Self 43 8

Unemployed 99 20

Total 513 100

Fifty three percent of the vocational pass outs of the sample are employed in private

sector. This is about three times the number employed by government sector.

The 99 unemployed vocational pass outs have given their year of completion of

training as shown in Table 3.5.

Table 3.5: Year of completion of training

Year of completion

of training

Number

unemployed

Cumulative total

of unemployed

Waiting time for

employment in Yrs.

2002 4 4 6

2003 9 13 5

2004 11 24 4

2005 19 43 3

2006 24 67 2

2007 15 82 1

2008 17 99 -

Total 99 - -

The waiting time for employment varies from 1 year to 6 years. Data reveals that the

unemployed 99 vocational pass outs includes 4 waiting for employment for 6 years, 9

waiting for 5 years, 11 waiting for 4 years, 19 waiting for 3 years, 24 waiting for 2

years 15 waiting for 1 year and lastly 17 waiting for employment to date since

completion of training in 2008.

The pattern of their spending the earnings from employment on the family is given in

Table 3.6.



Table 3.6: Expenditure of the earnings on the family

Spending percent on the family No. of employees Employee percent

Less than 25% 41 49

26 – 50% 16 19

51 – 75% 15 18

Over 75% 4 5

Did not respond 8 9

Total 84 100

It is revealed that nearly 50% of the employees spend less than 25 % of their

earnings on the family. 5% of the employees spend over 75% of their earning on the

family.

The pattern of their spending the earnings from employment on personal upkeep is

given in Table 3.7.

Table 3.7: Expenditure of the earnings on personal upkeep

Spending percent on

personal upkeep

No. of

employees

Employee

percent

Less than 25% 42 50

26 – 50% 27 32

51 – 75% 6 7

Over 75% 1 1


Total 84 100

Eighty two percent of the employees spend less than 50% of their earnings on

personal up keep.

Seventy out of the 84 employees who were interviewed have said that they can save

less than 25% of the earnings for future use. Some of the employees are registered

with further education courses while being employed. The pattern of their spending

the earnings from employment on further education is given in Table 3.9.

3.3 Further Education opportunities for Employees

High percentage of employees shows an interest in higher education in the fields that

they have acquired the NVQ qualifications. They spend a part of their earning in

attending private higher education courses (Table 3.8).

Table 3.8: Expenditure of the earnings on further education courses

Spending percent on

further education No. of employees Employee percent

Less than 25% 55 65


Total 84 100



Sixty five percent of the employees spend less than 25% of their earnings on further

education courses. At interviews with 84 employees it was revealed that 29 (35%)

employees are registered with part-time higher education courses at different

institutes. These further education courses for which 35% of employees are

registered are given in Table 3.9.

Table 3.9: Employees registered in further education courses

Name of Further Education Course Number of registered

employees

Diploma courses in Automobile Engineering 2

Mechatronics 2

Welder/Fitter 3

City & Guilds Courses 2

NCT Electrical, Electronic & Mechanical Courses 12

Heavy Machinery Courses 3

Machinist courses 3

English Language Courses 2

TOTAL 29

Among the employees who were interviewed, NCT training courses are found to be

outstanding popular.

Four hundred and twenty nine passed out vocational pass outs who responded to the

postal questionnaire on what further education courses they like to follow have given

the responses as listed in Table 3.10. These vocational pass outs had freedom to

respond to more than one field. The total number of responses from 429 vocational

pass outs is 1253.

Table 3.10: Employee responses on preferred fields to follow further education

Further Education field No. of

responses

Response

percent

Practical skills relevant to subject of training 237 19

Management and planning skills 150 12

Computer and ICT skills 205 16

Knowledge on High Technology 232 18

Technical English & Reporting skills 195 16

Diploma & Degrees relevant to subject 234 19

TOTAL 1253 100

Diploma and Degree courses, Practical skills and Knowledge on Higher Technology

relevant to the courses on which they had initial training at the Technical Institutes

are reported as high priority fields.

The fields stated in Table 3.10 are wide and obtained by integrating several trades.

These trades are further analyzed in Chapter 4 on employment under different

disciplines.



3.4 Family / Household details of Employees

Ninety percent of the sample of employees lives in houses owned by their families.

The number of rooms in these houses largely depends on the socio-economic status

of the households. The number of rooms, inclusive of living room and kitchen, in

these houses is given in Table 3.11.

Table 3.11: No. of rooms in living houses of Employees

No. of rooms No. of houses Houses percent

1 2 2

2 3 4

3 14 17

4 23 27

5 16 19

6 17 20

7 5 6

9 1 1

Did not respond 3 4

Total 84 100

Eighty three percent of the employees in the sample live in houses with 3 to 6 rooms

inclusive of the living room and the kitchen.

The nature of the roofs and house walls of houses indicates the socio-economic

status of the families living in them. The nature of the house roofs of the sample of

trainees is given in Table 3.12

Table 3.12: Nature of the roofs of houses

Nature of roof No. of houses Percentage

Asbestos 40 48

Galvanized sheets 6 7

Clay Tiles 33 39

Did not respond 5 6

Total 84 100

Eighty seven percent of the employees live in either tile or asbestos roof houses.

The nature of house walls is given in Table 3.13.

Table 3.13: Nature of the walls of houses

Nature of walls No. of houses Percentage

Bricks 56 67

Cement Blocks 19 22

Mixed 4 5

Did not respond 5 6

Total 84 100



Mixed category includes walls of mixed nature as partly galvanized sheets and partly

cement blocks. Eighty nine percent of the houses are built with recognized wall

building materials as bricks or cement blocks.

The fuel used in the cooking in the 65 households of the employees is given in Table

3.14

Table 3.14: Cooking fuels

Nature cooking fuel No. of houses Percentage

Gas only 6 7

Kerosene only 4 5

Fire wood only 53 63

Firewood and gas 16 19

Did not respond 5 6

Total 84 100

Eighty two percent of households of employees use firewood and LPG in cooking.

Most work places of the sample of employees are located in urban areas and

accommodation in the vicinity of the work place is expensive. As such the employees

travel to work from their homes. The distance from house of employees to the place

of work is given in Table 3.15.

Table 3.15: Distance to place of work

Distance in km No. of houses Percentage

Less than 10 32 38

10 – 20 19 23

20 - 30 11 13

30 - 40 4 5

Over 40 6 7


Total 84 100

Sixty two percent of the employees travel to place of work from houses located at

distances more than 10 km. Ninety percent of them use public transport as train and

bus. Five of them out of the 65 use their own motor cycles to travel for work.

Chapter 4: Employment status of vocational pass outs in different disciplines


Chapter 4

Employment status of vocational pass outs in different

disciplines

4.1 Industry details of employees

At the Focus Group Discussions with trainees they have revealed that all of them

undergo training at the Technical Institutes with the intention of finding employment.

A total of 480 of vocational pass outs who have completed training responded to a

questionnaire and revealed the information given in Table 4.1. Out of the 480 who

responded, 65 had face to face interviews by the consultants.

Table 4.1: Status of Employment

Status Number Percent

Employed 414 80.8

Unemployed 99 19.2

Total 513 100

80.8% of the vocational pass outs find employment after training without much

waiting time.

The percentages of vocational pass outs out of 414 in different fields are given in

Table 4.2.

Table 4.2: Field of Employment

Employment field Percent

Automobile industry 24

Electrical industry 16

Machinist 16

Office worker 15

Building industry 29

Total 100

The trained persons absorbed into the automobile industry are automobile


automobile painters. Those absorbed into building industry are masons, carpenters,

electricians and plumbers. Over 50% of the vocational pass outs are absorbed into

automobile and building industries.

The responses on employment and the NVQ training level they obtained at the

Technical Training Institutes of 303 vocational pass outs were cross tabulated.



Table 4.3: Training level and employment

Study Programme Number employed Percentage

NVQ Level 3 142 47

NVQ Level 4 142 47

Others 19 6

Total 303 100

It is observed that 94% of the vocational pass outs out of the 303 who responded in

the sample have come from either NVQ Level 3 or Level 4. Others include those who

have left the technical institutes with the acquisition of only entry level & basic skills

(NVQ Levels 1 and 2).

When considering the experience of employees at the work place, nearly 50% of the

employees are having an experience of less than 3 years at industry and most of

them are with NVQ training background.

4.2 Competency and knowledge requirements at industry

The employees are confident that they have acquired the basic theoretical

knowledge, the basic practical skills and the ability to manipulate equipment and

tools as required by the employer, at the training. However, some of the employees

feel that there is a demand for knowledge and skills at the work place on the items

listed in Table 4.4 which they did not acquire at the training.

Table 4.4: New knowledge and skills needed at industry

Electronic Fuel Injection(EFI) Motor Rewinding/Transformer rewinding

Automatic transmission Mechatronics

Knowledge on Sensors/Digital technologies Arc ,Gas ,Spot, Welding/Fitting

Handling Modern Vehicle repairs Installation of machines and transformers

New lathe machines (Milling/Shaping/CNC) Computer Assisted Drawing (CAD)

IC Programming/ Robotics Dealing with Customers

Machine/Transformer installation Technical Equipment Running repairs

Knowledge of English to Understand

Manuals

Using Tech equipments for running repairs

Gas Analyzer/Emission Test Handling of Construction Equipment

Maintenance of Equipments

Some of the specific machinery and tools that were not covered at the training are

listed by the employees as in Table 4.5.



Table 4.5: Machinery and tools not covered at training

Signal Generator Transformer/Generator

Wheel Alignment/Wheel balancing Power steering

Modern Brake system Engine testing equipment

Hi-tech equipment Garage tools

Telecommunication tools Pneumatic tools

Milling machine/Shaping machine Metal Fabrication

Welding (hi-tech Methods) Digital Meters

IC Programming Crank Shaft Grinding

Hands on experience under a foreman or an engineer have helped some of the

employees to keep up with the modern machinery that they did not experience at

training, listed in Table 4.5. Several industrial organizations have organized in-

service training workshops for their employees on new machinery and tools.

Catalogues and manuals also have helped some of the employees to keep up with

the work.

The employees were requested to indicate their level of achievement in a selected

few competencies that are useful at employment. The percentages of employees at

different levels of achievement in a selected number of competencies during their

training are given in Figure 4.1.

Figure 4.1: Achievement level of competencies

A comparatively high percentage of employees have acquired the competencies that

are needed at employment.

4.3 Career Expectations

The consultants discussed with the employees on the level of mismatch between

training and the employment demand. The Figure 4.2 analyses the mismatch

between the skills acquired at training and the employer requirements.

0 20 40 60 80 100 120

Knowledge of subject matter

Practical skills

Work independently

Knoledge of new technology & tools

Good professional practice

Health & Security precautions

Resource conservation & new knowledge

High %

Low %



Figure 4.2: Percentages of employees on level of mismatch of skills

Sixty eight percent of the employees have said the mismatch between employer

requirements and training skills gathered at the Technical Training Institute is nil or at

a very low extent. Only 33% have said that there is mismatch.

The employees have stated their desire to update their knowledge and skills to meet

the new demands in industry. The percentages are given in Figure 4.3.

Figure 4.3: Employee percent on need to update their knowledge and skills

Data reveals that 77% of the employees are in favour of upgrading their knowledge

and skills to meet the employer demand. The balance 23% is satisfied with the

training they already possess.

4.4: Knowledge and Skills for further Development

A high percentage of employees are very keen on their professional development.

They have requested further education in several fields and the responses are listed

in Table 4.6. The employees have shown their interest to more than one field giving a

total of 757 responses.

Not at all51%

To little extent17%

To consider

able extent22%

To high extent10%

Employee percent on mismatch

Not at all15%

To little extent

8%

To considerabl

e extent32%

To high extent45%

Employee percent on need to update skills



Table 4.6: Fields for higher education requested by employees

Field for higher education Number Response

Percent

Practical Knowledge in the field 150 20

Management & Planning Skills 83 11

Computer & IT skills 126 17

High technological skills 142 19

Technical English and reporting skills 114 15

Higher Diplomas 142 19

Total no. of responses 757 100

The highest percentage of responses is for the need of „Practical Knowledge in the

field‟. The lowest percentage is for „Management & Planning Skills‟.

The vocational pass outs were requested to indicate their priority for higher education

in 21 specific trades given to them. In addition they were also asked to add any other

trade that they like for further education to the given list. The responses were

obtained at three levels namely, Priority Level 1 (High Priority), Priority Level 2

(Medium Priority) and Priority Level 3 (Low Priority). The responses were weighted

as 5, 3 and 1 for High, Medium and Low respectively. The weighted and ranked

employee responses are given in Table 4.7.

Table 4.7: Preferred trades for further education

Rank Preferred Trade Weighted response

1 Automobile mechanic 584

2 Automobile electrician 380

3 Electrician 334

4 Advanced level welder 274

5 Computer hardware technician 225

6 Computer application assistant 220

7 Radio, TV & allied equipment repairer 216

8 Computer graphics designer 199

9 Automobile AC technician 139

10 Machinist 125

11 Motorcycle repairer 123

12 Ref & AC technician 120

13 Advance level carpenter 112

14 Advanced building constructor 110

15 House electrical appliance repairer 84

16 Aluminum fabricator 78

17 Advanced plumbing 76

18 Metal bar bender 36

19 Desktop printer 35

20 Jewelry manufacturer 30

21 Gem technician 9



The top one third of preferred trades with weighted responses over 200 includes

Automobile mechanic, Automobile Electrician, Advanced level welder, Computer

hardware technician, Computer application assistant and Radio, TV & allied

equipment repairer.


includes, Household electrical appliance repairer, Aluminum fabricator, Advanced

plumbing, Metal bar bender, Desktop printer, Jewelry manufacturer and Gem

technician.

The employees give high priority for further training in trades under Automobile and

Electrical fields. The criterion they use in attaching priority is the employability after

training.

The employers were requested to rate the employees under them on a four-point

scale and also indicate the TTI in which the employees were trained. The

percentages of employees in the high category under six competencies are given in

Figure 4.4.

Figure 4.4: Percentages of skills at high level

The employers have observed that the NAITA pass outs possesses “Soft skills and

Good attitudes” and Practical skills required at industry.

Likewise, the employers have observed that NYSC pass outs, possesses skills as

“commitment and flexibility to adopt” and “Soft skills and Good attitudes”.

0 20 40 60 80

Knowledge required at industry

Practical skills required at industry

Knowledge on tools & new technology

Soft skills & good attitudes

Commitment & flexibility to adopt

Ability for quality work

NYSC High %

VTA High %

NAITA High %

TC High %

Chapter 5: Absorption patterns of future vocational trainees


Chapter 5

Absorption patterns of future vocational trainees

This Chapter focuses on the absorption patterns of trainees in different sectors of

employment. The trainees are those undergoing training under NVQ study

programmes at DTET, NAITA, VTA and NYSC. Data was gathered using interview

formats and questionnaires designed to employers, employees and trainees. The

employers comprised of 49 industry owners out of whom 33 were subjected to face-

to-face interviews and interactive discussions by the consultants. The balance 16

sent their responses by mail. Data was gathered from 513 vocational pass outs from

Technical Training Institutes of whom 414 (80%) is employed either in Government

Institutes, Private Institutes or Self-developed enterprises. The major businesses of

the industries belonging to the sample are given in Table 5.1.

Table 5.1: Major businesses of the industries sampled

Accountancy Manufacture of steel furniture

Automobile Technology Manufacturing sports goods

Electrical Equipment Production Metal fabrication

Electrical Power Distribution Panel enclosure manufacturing

Electronic and Electrical Equipment Repair Ref & Air Conditioning

Floor tile manufacture Tea manufacturing

Heavy machinery repair/maintain Telecommunication

Insurance TV & Radio Repair

Large scale plumbing Water purification

Machinery and equipment repair/maintenance Welding

These industries were traced through addresses maintained with the Directors of

DTET, NAITA, VTA, NYSC and the Databases of Principals and Career Guidance

Units of Technical Training Institutes.

5.1 Employer views on employment fields in demand for vocational pass

outs

Forty nine employers were requested to state their priority fields for the employment

of vocational pass outs based on their plans for the expansion of industry. Some of

them have stated more than one field and 112 responses are plotted in Figure 5.1.



Figure 5.1: Employer priority fields

One aspect highlighted in the discussion with employers was their future expansion

plans of the business. At the same time attention was paid to ascertain the future

manpower requirements to realize the aims of the expansion plan. Analysis of the

findings of the responses of employers clearly shows, the highest priority assigned to

the vocational pass outs in the welder trade. Out of the 112 responses given by 49

employers, nineteen responses indicated the need for welders. Thirty-six responses

out of 112 (32%) are on automobile related trades. Assessing the future needs of

employers, out of 112 responses, seventeen clearly indicated that the employers like

to employ vocational pass outs in the electrician trade. This study identifies the

trainees in the electrician trade as the second highest demanding category in the

future labour market as revealed by the responses of employers selected for the

study.

According to findings of the survey, the employers have given fourteen responses

indicating the requirement of ‘Other’ categories of vocational pass outs, other than

the trades specified in the questionnaire. ‘Other’ mentioned by employers and

grouped together in the Figure 5.1, include construction technicians, managers &

supervisors. It is clear that the future needs of employers in the other categories are

in these trades.

However, the future demand for the vocational pass outs in the trade of Auto

Electrician was confirmed by 13 responses out of 112 responses of the 49

employers. There is a requirement of this category in the future labour market.

Moreover the 12 responses given out of the 112 responses by 49 employers on Auto

Mechanics Trade make it a priority area in terms of future manpower requirement in

the industry.

Apart from the above categories of trades, 11 responses are in favour of the

Machinist trade on which the vocational pass outs are required by industry to meet

the future labour market demand. Between 7 and 13 responses out of the 112 given

by employers also indicates the trades of Computer Assistant and Auto Electrician as

0 5 10 15 20

PlumberCarpenterElectrician

Auto AC technicianAuto Mechanic

Auto ElectricianAuto Service supervisor

MachinistMasonWelder

Computer assistantsOthers

Employer Responses on different trades



probable trades that require vocational pass outs for the future expansions. However,

the employers interviewed assigned low priority to the requirement of vocational pass

outs in the Carpentry and Masonry trades. Carpenters and Masons are usually

employed by the industry on a casual basis as and when the need arises. As such

this could be the reason why these two trades have received low priority in the future

expansion of industry.

Considering the future labour market demand for vocational pass outs, the trades

can be ranked based on the responses of employers as given in Table 5.2.

Table 5.2: Rank order of trades

Rank order Trade/ Field

1 Welder

2 Electrician

3 Others

4 Auto Electrician

5 Auto Mechanic

6 Auto AC Technician

7 Computer assistant

8 Auto Service Supervisor

9 Mason

10 Carpenter

However, it is pertinent to note that employers interviewed have requested vocational

pass outs from more than one trade to meet their future requirements.

5.2 Ranking of demand for local jobs by Tertiary & Vocational Education

Commission

The Labour Market Information Bulletin of TVEC (Volume 01/07 – June 2007) ranks

the demand for local jobs and lists the top 10 demand jobs under the following

categories:

Senior Officials & Managers

Professionals

Technicians & Associate Professionals

Clerical & Related Workers

Service Workers & Shop and Market Sales Workers

Craft & Related Workers

Manufacture of Food products & Beverages

Manufacture of Wearing Apparel

Construction

Computer & Related Activities

Sale, Repair & Maintenance of Motor vehicles & Motor cycles

Manufacture of Furniture



The Table 5.3 shows the comparison of the trades in demand as identified by the

employers in the present study sample and the jobs in demand as listed by TVEC

under the above categories. Both ranks are on a10-point scale.

Table 5.3: Jobs in demand compared with trades in demand

Trade in demand as seen by a sample of employers

Rank on a

10-point scale given by

employers

Related occupation category of TVEC

Rank on a 10-point

scale given by TVEC

Welder 1 Craft & Related workers 3

Electrician 2 Technicians & Associated Professionals

6

Others(Managers & Supervisors)

3 Senior Officials & Managers 1

Others (Construction Technicians)

3 Construction 10

Auto Electrician 4 Sales, Repair & Maintenance of Motor Vehicles & Motor Cycles

4

Auto Mechanic 5 -do- 1

Auto AC Technician 6 -do- 10

Computer Assistant 7 Computer & Related Activities 1

Auto Service Supervisor 8 Sales, Repair & Maintenance of Motor Vehicles & Motor Cycles

6

Mason 9 Construction 1

Carpenter 10

Craft & Related workers 1

Craft & Related workers 2 & 7

Construction 3

The data in Table 5.3 reveals that the 10 trades in demand trades indicated by the

sample of employers under the current study are within the 10 jobs in demand as

recorded in TVEC Information Bulletin.

5.3 Fitness of the vocational pass outs to the Industry

The study focuses attention to identify the required skills to perform the job and the

skills possessed by the vocational pass outs after training in order to ascertain the

performance gap, on the basis of responses by employers selected for the study. In

order to identify the performance gap, the study uses ten main job related

characteristics that are included in the questionnaire.

However at the interviews, employers were asked to make an overall evaluation on

the fitness of vocational pass outs to the job considering the job related factors

identified in the study. Thirty-three employers who were interviewed have responded

by indicating the level of fitness in general of the employees under them on

theoretical knowledge and practical work. (Table 5.4)



Table 5.4: No. of employers (out of 33) on levels of fitness of employees

Level of fitness Theory Employer percent

on theory Practice

Employer percent

on practice

Less than 25% 10 30 9 27

26-50% 4 12 9 27

51-75% 13 40 12 37

Over 75% 6 18 3 9

Employer total 33 100 33 100

Fifty eight percent of the employers are convinced that over 50% of the employees

are fit with their theoretical knowledge required at industry. Forty six percent of the

employers are convinced that over 50% of the employees are fit with their practical

knowledge. However, 4 employers evaluated that the overall fitness of employees to

the job as 26 – 50% in terms of their theoretical knowledge required to perform the

job. Considering fitness level of employees in terms of their practical knowledge

applicable to the job, 9 employers maintained that the level of fitness of employees to

the job as between 26 – 50%.

Ten employers interviewed were of the view that the overall fitness level of

employees to the job is only 25% or less, in terms of their theoretical knowledge

required for the job. Likewise, nine employers confirmed that the level of overall

fitness of trainees to the job, in terms of practical knowledge required to perform the

job is 25% or less.

5.4 Skills and Knowledge demonstrated by vocational qualified employees

The responses by 49 employers on satisfactory and unsatisfactory levels of

skills/knowledge demonstrated by vocational pass outs employed by them on

specified tasks are given in Table 5.5.

Table 5.5: Levels of skills/knowledge demonstrated by employees as seen by

employers

Level of skills/knowledge demonstrated

Satisfactory

responses of

employers

Unsatisfactory

responses of

employers

Use of theoretical knowledge 25 7

Use of practical skills to handle tools 19 14

Systematic planning of tasks 28 4

Use of tools & new technology 22 11

Confidence to handle tasks independently 23 10

Social skills 25 8

Communication skills 21 11

Level of commitment 26 7

Work procedure (Manuals, instructions etc) 21 12

Performance standards & Quality of work 22 10



At all the tasks, the responses on satisfactory level are higher than the corresponding

unsatisfactory level responses. The mean value of responses at satisfactory level is

23.2. Whereas, the mean value of responses at unsatisfactory level is 9.4.

Comparison of means indicates that the satisfactory level is better.

5.5 Messages by Employers to Training Providers

Apart from the responses of employers on the level of skills and knowledge

demonstrated by employees, message given by employers to training providers gives

an insight on the performance gaps of employees, to be addressed by trainers during

training in order to fit them to jobs. The messages by the employers and the number

of employers responding to each of the messages are listed in Table 5.6.

Table 5.6: Messages to trainers from employers

Message Number of

employers

Focus more Practical knowledge within a training 8

Training on Attitude, Behavior, Punctuality, Team work 3

Teaching Basic Mathematics, English and Science theory 3

Teaching modern technology 4

Teaching how to update their knowledge 1

Give In plant training in relevant places 1

Train more people to meet the demand 2

Improve ability to read and understand (Following Manual) 2

Train the student according to demand fields 3

Broaden the syllabus develop Multi skills 1

Need to improve the knowledge of instructors 2

Independent working Abilities 1

Total No. of employers 31

Out of the 31 employers who responded to this question 8 employers suggested to

training providers to focus more on practical training within the training period, which

has been emphasized by employers throughout this study. Critical factors

emphasized by the employers, as messages to trainers are,

Attitude development of trainees including punctuality & team work



Four employers out of 31 asserted the importance of teaching modern technology to

trainers, in order to minimize the performance gap.



5.6 On-the-job training

Twenty nine out of 33 (88%) employers have stressed the need for on-the-job

training for the employees prior to confirmation in the job. The current situation

regarding on-the-job training is that the duration of attachment varies from 2 days to

12 months depending on the industry. The content areas stressed by employers and

the number of responses for each of the areas for on-the-job training is listed in Table

5.7.

Table 5.7: Contents of on the job training

The responses of employers reveal that on-the-job training concentrates on the

familiarization of new tools and equipment and new theory and practices. This

response clearly relates to the need of providing training on new tools and equipment

during training at the Technical Training Institutes and updating the tools and

equipment used in training.

Some of the defects in the present system of on-the-job training as detected by

senior instructors in Technical Training Institutes are,

Lack of supervision & coordination by the Technical Training Institutes

Engagement of trainees on activities unrelated to the field of trainee

specialization

The employers have indicated their development plans for the future and also listed

the new competencies required of the future employees in implementing the

development plans. This aspect is analyzed and discussed in detail in Chapter 9 of

this report.

Contents No. of responses of

employers

Familiarize with new tools and Equipment 18

General Administration /Management processes 7

New theory and practices 12

Repairing of equipment /Engine/ Motors 11

Basic Drawing /understand Drawing 2

Safety at Work 2

Personal behavior 2

Computer training 3

Labour management 2

Customer care 4

Fault diagnosis 4

Vehicle valuation/Budgeting 1

Total No. of responses 68

Chapter 6: Rates of absorption of vocational pass outs into the labour market


Chapter 6

Rates of absorption of vocational pass outs into

the labour market

6.1 Absorption of vocational pass outs for employment

Labour market Information Bulletin (Volume 01/’07) – June 2007 gives an overall

picture, on the labour market of Sri Lanka. The TVEC has conducted a survey on the

job vacancy advertisements appearing in the popular news papers in Sri Lanka. The

number of advertisements reflects the demand for jobs. The number of

advertisements in year 2000 was 44414 which has increased to 104839 by 2006,

which is almost a two-fold increase.

The Bulletin analysed the percentage distribution of advertisements on main

occupational categories, in the industry sector, in first half of year 2007. The main

occupational categories and the total number of relevant advertisements in first half

of year 2007 are given in Table 6.1

Table 6.1: Demand for Technical Trades

Main occupational category No. of

advertisements Percentage

Craft & related workers 9686 19.3

Service workers, shop & market sales workers 8600 17.2

Technicians & associate professionals 7776 15.5

Elementary occupations 6649 13.3

Clerks 5686 11.3

Plant& machine operators/Assemblers 5370 10.7

Professionals 3752 7.5

Senior officials & managers 2436 4.9

Skilled agriculture & fishery workers 128 0.3

Armed forces 47 0.1

Total 50130 100.0

Source: Labour Market Bulletin 2007

The above statistics clearly indicate the relative importance of the market demand for

technical grades in the labour market, in which, the employee category falling into.

Labour Market Bulletin data reveals that the employment categories related to the

priority trades identified by the employers in the study sample (Table 5.3) are also

advertised in the newspapers.

In order to ascertain the rate of absorption of vocational pass outs to the labour

market, a questionnaire was administered to 49 employers in the industry.

Responses of the above employers will give a basis for forecast the future demand

for vocational pass outs in the labour market of Sri Lanka.



According to the responses of 49 employers to the questionnaire number of

vocational pass outs absorbed by the Technical Training Institute is analyzed in

Table 6.2

Table 6.2: Employees by the institute

Institute Number employed Employed percent

NAITA 67 30

DTET 43 19

VTA 55 25

NYSC 48 22

Others 15 7

Total 222 100

The highest absorption percent of vocational pass outs for employment had been

from NAITA. The Table 5.1 of Chapter 5 in this report lists the nature of business that

absorbed these vocational pass outs.

Twenty-one out of 33 employers have stated that the recruitment of trained persons

for the vacancies in their industries as not easy. The efforts for recruitment are given

in Table 6.3

Table 6.3: Illustration of recent efforts for recruitment

Strategy No. Percent.

Directly from Technical College 12 36.4

Directly from NAITA 04 12.1

Directly from VTA 01 3.0

Paper Advertisement 09 27.3

Personal Contact 02 6.1

No response 05 15.1

Total 33 100

Technical Colleges have well established Career Guidance Units. The recruitment of

trainees from Technical Colleges through these units is the most popular method of

recruitment.

In response to the questionnaire, 29% of the employers have stated that vacancies

exist at their industry. The Table 6.4 gives the fields in which the vacancies are

available.

Table 6.4: Vacant positions for vocational pass outs

Motor mechanic Lathe Machinist

Auto AC Camera technician

Electrician Computer Hardware/ Network technician

Carpenter Auto Electrician

Welder Fitter

Motor Cycle Three-wheeler mechanic Auto painter /tinker

Computer Graphic Designer



6.2 Career path of vocational pass outs

The study examines the nature of employment provided by employers to vocational

pass outs and the career path available for this category of employees. At the

discussions held with employers 25 of them confirm that vocational pass outs are

selected as “Trainees”. At the same time 15 employers responded that they absorb

or select vocational pass outs for employment in their companies on “Permanent

Basis”. Further, 06 employers indicated that they recruit vocational pass outs on

casual basis and another 04 employers offered them contract appointments. Details

of responses of employers are given in Chapter 5.

Even though the 15 employers confirmed that they provide permanent employment

to employees, 33 employers indicate that they provide orientation programs to

employees. They also stated that orientation programmes were focused on

familiarization with the new tools and equipment and new theory and practices.

At the discussions employers stated that when the employees are absorbed to the

permanent employment, have opportunities for career development especially for

promotions to supervisory grades.

Further, the study also examines the method of promotion applicable to employees in

the industry. Work performance has been identified as the critical factor in granting

promotions to employees absorbed to permanent employment in the industry. Nine

employers identified the “Experience” as the critical factor in granting promotions.

Responses of employers on the method adopted in granting promotions are given in

Chapter 5.

Having ascertained the opportunities for career development and methods adopted

by employers, study also examines the activities planned for further development.

Chapter 7: Obstacles the vocational pass outs face in the process of securing jobs


Chapter 7

Obstacles the vocational pass outs face in the

process of securing jobs

The aim of almost all vocational pass outs is to find suitable employment after

completion of their study programmes. While some vocational pass outs seek

employment in the private or government sector there are some who prefer to be self

employed. Although there are many openings for them, it appears that they face

various types of obstacles in seeking employment. With the help of information

collected from samples of vocational pass outs, employers of employees and those

currently undergoing training at Technical Training Institutes an attempt is made in

this Chapter to look at the issue from different perspectives.

7.1 Obstacles according to employed vocational pass outs’ information

Data collected from the vocational pass outs (n=513) through interviews (n=84) and

the postal questionnaire (n=429) reveal that out of them 414 (or 81%) are employed

in the government, private sector or self employed (Table 7.1). The percentage of

vocational pass outs employed in the private sector is about three times high as the

percentage of those employed in the government sector.

Table 7.1: Nature of employment

Nature No. Percent

Government 102 20

Private 270 53

Self 42 8

Unemployed 99 19

Total 513 100

Usually government jobs are advertised in the gazette and the private jobs in the

newspapers. Information on right places to look for jobs to suit their training can also

be obtained from Career Guidance Units (CGUs) at the Technical Training Institutes

and organizations such as ‘Jobsnet’. According to the information revealed by the

324 vocational pass outs employed in the government or private sectors, only 27%

have found their jobs with the help from the CGUs (Table 7.2).

Table 7.2: Source of information for employment

Source No. Percent.

Government Gazette 18 6

Newspaper 61 19

Family member 80 25

Career Guidance Unit 89 27

TV 01 0.3

Other 75 23

Total 324 100



Almost an equal percentage of employees (25%) have gathered information on job

availability, in an informal manner, through their family members. Those who have

found jobs through newspaper advertisements are relatively low (19%) and through

the government gazette are extremely low (6%).

The Career Guidance Units are specially instituted to provide guidance to vocational

pass outs on employment. As such, CGUs should play a more active role in finding

employment for the vocational pass outs. The information in Table 7.2 indicates that

the CGU should more adequately support the vocational pass outs in the Technical

Training Institutes in seeking jobs. Thus, finding out information on the job availability

seems to be one of the basic obstacles faced by the vocational pass outs.

During the interviews with the ‘employees’ (n = 84) views were sought to find out

whether there is a mismatch between the skills they acquired at the training institutes

and what is expected by their employers. A considerable percentage (25%) has

responded that there is a significant mismatch between the two. This viewpoint is

strengthened by the finding that a high percentage of the employees (72%) are in

need of updating their knowledge and skills to meet the new demands in the industry

(Table 7.3).

Table 7.3: Level of mismatch between the training & employer expectations and level of

necessity to update

Not at all

To little extent

To considerable

extent

To high extent

No response

Mismatch 36 (43%) 17 (20%) 14 (17%) 7 (8%) 10 (12%)

Necessity to update

8 (10%) 4 (5%) 27 (32%) 34 (40%) 11 (13%)

With this information it seems possible to suggest that the mismatch between the

acquired skills and new demands of the industry would have been an obstacle in

seeking employment for both employed and unemployed vocational pass outs, to

varying extents.

7.2 Obstacles according to employers’ information

Seeking employment and recruiting employees are two inseparable processes and

may be considered as two sides of a coin. Out of the 33 employers of employees

interviewed about 64% have expressed that it is not easy to recruit suitable

personnel for their industries/companies (Table 7.4).

Table 7.4: Recruitment of vocational pass outs

Level No. Percent

Easy 09 27

Not easy 21 64

No response 03 9

Total 33 100



Thirty-three employers have been interviewed and 16 have responded to the postal

questionnaire. The data given by these 49 employers are shown in Table 7.5.

Table 7.5: Preferred institutes to obtain employees

Institute Number employed Employed percent

NAITA 67 30

DTET 43 19

VTA 55 25

NYSC 48 22

Others 15 7

Total 222 100

Table reveals that NAITA is the leading supplier of employees followed by VTA.

Furthermore, the main criterion most of the employers (39.4%) use for selection of

suitable employees was found to be ‘good theory knowledge’ (Table 7.6)

Table 7.6: Criteria used in selecting the training institute to get employees

Criterion No. Percent.

Good theory knowledge 13 39.4

Good practical knowledge 02 6.1

Good exposure to practical situation 04 12.1

Long period contact 03 9.1

Recently passed out trainees 02 6.1

Semi-skilled, easy to train persons 02 6.1

No special reason 07 21.2

Total 33 100

Therefore, trainees with clear theoretical knowledge who are good at expressing their

knowledge fair better chances in getting selected for jobs. In this context, poor

theoretical knowledge and poor communication skills can be considered as obstacles

faced by the trainees who find it difficult to seek employment.

7.3 Obstacles anticipated by trainees

One of the main functions of the Career Guidance Units at the Technical Training

Institutes is to help the trainees to find suitable jobs after completion of the study

programmes. At the focus group discussions conducted at three Technical Training

Institutes (out of nine) it was revealed that the trainees were not very clear about the

functions of the CGUs (TTI 1, TTI 2 &TTI 5) (See Annexe 7.1 for the list of TTIs,

where FGDs were conducted). Some of these trainees stated that they do not have

much confidence in the CGU of their Institute and it is unlikely to find jobs through

this source. These trainees consider that weak functioning of the CGUs of their

Institutes will be an obstacle for them in seeking jobs. They intend to either seek

help from their instructors or search by themselves to find suitable jobs.



At the FGDs the trainees were asked to comment on the status of in-plant training at

their Training Institutes. Out of the nine trainee groups who participated in the

discussions three groups (TI 2, TI 6 & TI 8) stated that they are denied of this

valuable opportunity. At their Technical Training Institutes no action has been taken

to provide in-plant training to the trainees. Some of these trainees specifically pointed

out that their CGUs do not pay adequate attention to help and guide them in this

connection. The trainees consider in-plant training as a useful opportunity for them to

apply the knowledge and skills that they develop at their training institutes to

practical/authentic situations, meet people who are working in the same field

enabling them to make contacts, acquire new knowledge and skills in the relevant

fields, and to develop self confidence. Trainees from those Technical Training

Institutes that do not provide in-plant training opportunities were concerned about this

lapse and stated that lack of this facility will directly affect them adversely in finding

suitable jobs when they pass out.

At almost all the focus group discussions the trainees pointed out that their curricula

do not adequately include topics relating to modern development. Furthermore, they

stated that they are not adequately exposed to modern technologies and modern

tools. Trainees consider that these lapses could affect them in seeking employment.

7.4 Unemployed vocational pass outs

Data collected from the 513 passed out vocational pass outs through the postal

questionnaire revealed that 99 out of them are unemployed (Table 7.1).

According to the analysis of information provided by 71 of the 99 unemployed

vocational pass outs the majority of them are either G.C.E. (O/L) or (A/L) qualified

(n=66) and have completed either NVQ Level 3 or 4 (n = 62). Out of them forty have

obtained their vocational qualifications within the period from 2006 to 2008. Some of

them have stated the fields that they would like to follow study programmes for their

professional development. As the main focus of the current study was to trace the

vocational pass outs who are currently employed, the emphasis paid on the

unemployed vocational pass outs was very little.

Therefore, it is worth to identify a sample of vocational pass outs who are still not

employed and study about them in-depth to determine the underlying reasons for

unemployment, as a further study.

Chapter 8: Factors to be further surveyed


Chapter 8

Factors to be further surveyed

Improving the quality of technical education is at the heart of this study. The main

focus of this chapter is to discuss the factors that have to be further surveyed in order

to improve (i) the ongoing NVQ Level 3 and NVQ Level 4 study programmes, (ii) the

facilities and learning-teaching resources (iii) the curricula, instructional and

assessment methods and (iv) computer assisted teaching and learning at the


8.1 To improve the ongoing NVQ Level 3 and NVQ Level 4 study

programmes

Data reveal that in total sixty study programmes are being conducted in the following

Technical Training Institutes (TTIs) visited by the study team members (Table 8.1).

These study programmes belong to eighteen different vocations/trades.

Table 8.1: NVQ 3 and NVQ 4 study programmes conducted at Technical

Training Institutes

Venue of TTI No. of study programs

programsprogrammes Anuradapura 9

Gampaha 9

Homagama 8

Kandy 6

Kegalle 9

Kurunegala 9

Ratnapura 10

Total 60

The duration of 6 study programmes is 6 months, 32 study programmes is 1 year and

22 study programmes is 2 years (See Annexe 8.1 for more details).

Perusal of Annexe 8.1 reveals that some of the important and popular NVQ Level 3

and NVQ Level 4 study programmes are not fairly distributed among the Technical

Training Institutes. For example, Computer Application Assistant course and

Electronic Technician course are conducted only at the Kandy TTI, ICT course only

at the Ratnapura TTI and Aluminum Fabrication course only at the Kurunegala TTI.

On the other hand the number of study programmes conducted at different TTIs is

not uniform, and vary from 6 (Kandy TTI) to 10 (Ratnapura TTI).

Therefore, it seems pertinent to carry out an in-depth analysis on the NVQ Level 3

and NVQ Level 4 study programmes conducted at the different Technical Training

Institutes to ascertain factors such as the distribution according to trades/vocations,

relevance to the context, enrolment patterns and availability of instructors. This



information will be useful to rationalize the study programmes in order to improve the

distribution pattern and to reduce unnecessary duplication.

8.2 To improve the facilities and learning-teaching resources at Technical

Training Institutes

According to the Principals/Heads of Institutes of the thirteen Technical Training

Institutes visited the essential facilities needed to conduct the ongoing NVQ Level 3

and NVQ Level 4 study programmes are reported as satisfactory. Based on the

views of Principals/Heads of Institutes and Senior Instructors and also the

observations made by the visiting consultants it can be stated that in general that

TVET programmes operate very smoothly at the technical training institutes.

Competency based teaching and learning based on printed material supplied by

DTET is satisfactory. Detailed analysis of responses of Principals/Heads of Institutes

and Senior Instructors appear in Tables 8.2 and 8.3 respectively. The comments

were obtained at 4 levels and amalgamated as ‘Satisfactory’ and ‘Poor’.

Table 8.2: Views of Principals/Heads of institutes on facilities available (n=13)

Facility No. of satisfactory

responses

No. of poor

responses

Working space for trainees 12 1

Working space for instructors 11 2

Electricity supply 12 1

Water supply 13 0

Classroom furniture 12 1

Workshop furniture 12 1

Equipment & Tools 12 1

Library facilities 9 4

Raw material for workshops 11 2

Availability of Instructors 12 1

Availability of support staff 11 2

Recurrent expenditure 13 0

In-plant training facilities 11 2

Job satisfaction among trainees 12 1

Trainee discipline 13 0

Career guidance to trainees 12 1

When Principals/Heads of Institutes were requested to make additional comments,

three (3) have mentioned the need for more classroom space to expand their study

programmes and two (2) have mentioned the need for more computers. More

relevant library books and more instructors were requested by two (2)

Principals/Heads of Institutes. Further, two (2) of them reported that they have

difficulties in obtaining raw material needed for the workshops.

Furthermore, views were sought from 25 Senior Instructors of the 13 Technical

Training Institutes regarding their satisfaction on the available facilities to conduct the

ongoing NVQ Level 3 and NVQ Level 4 study programmes. Except for a few facilities



such as ‘equipment and tools at workshops’, ‘availability of audio visual equipment’,

‘availability of support staff’ and ‘in-plant training facilities’ the majority of instructors

(more than 8 out of 14) were found to be satisfied with the rest of the available

essential facilities (Figure 8.1).

Figure 8.1: Level of satisfaction of Senior Instructors on available facilities

Specific comments made by Senior Instructors on ‘poor facilities are shown in Table

8.4

Table 8.4: Specific Comments by Senior Instructors on poor facilities

Comment No. of instructors

Availability of classroom space not sufficient 3

Need modernized user friendly furniture 5

Insufficient Cadre 1

Insufficient furniture 2

Computers are not enough 2

Need more books 3

Need CD based learning equipment for library 4

Need AV Equipment 5

Need Professional development Programmes 6

Need curriculum development 2

CGUs are not properly functioning 3

Need machine equipment with new technology 9

Need more supportive staff 2

Table 8.4 reveals that four or more of the fourteen Senior Instructors have stressed

the need for facilities such as: ‘machine equipment with new technology’, ‘new AV

equipment’, ‘modernized user friendly furniture’ and ‘CD based learning equipment

for library’.

It is encouraging to note that almost all the Senior Instructors interviewed were

satisfied with the trainee achievement, interaction of trainees with instructors, trainee

involvement in learning, punctuality at lecture and workshop sessions (Figure 8.2).

0 5 10 15

Working space for trainees

Working space for instructor …

Electricity supply to workshops

Water supply to workshops

Classroom furniture

Workshop furniture

Equipment and tools

Libray books in relevant field

Raw material for workshops

Audio visual equipment for instruction

Support staff

Cash imprest for perishables

In-plant trainng facilities

Poor

Satisfactory



Out of the 14 Senior Instructors 6 have indicated that they are not satisfied with the

opportunities provided for their professional development.

Figure 8.2: Level of satisfaction of Senior Instructors on available facilities and

trainees behaviour

Vocational Trainees’ views on the facilities available at the TTIs were also gathered

during the focus group discussions. Trainee groups from six TTIs (except TTI 2) (see

Annexe 8.1 for TTI codes) expressed their satisfaction on the availability of drinking

water. Regarding the adequacy and cleanliness of toilet facilities trainee groups

from 5 TIs (except TTI 2 & TTI 5) were satisfied. Trainee groups from six TTIs

(except TTI 2) were found to be satisfied with the available canteen facilities. With

regard to welfare facilities the trainees reported that organized Welfare Societies

are available only in 4TTIs. However, welfare facilities for trainees were considered

as satisfactory only by trainees in 2 TTIs (TTI 3 & TTI 6). A Student Union is

available in almost every TTI. But, clubs on academic interests are not functional in

any of the TTIs, according to the trainees.

The information highlighted above indicates that most of the TTI Principals/Heads of

Institutes, Senior Instructors and trainees seem to be complacent, to a high extent,

with the available facilities and learning-teaching resources at the TTIs, to conduct

the ongoing study programmes. However, according to direct observations made by

the consultants who visited the TTIs and views expressed by some instructors

working at different locations during these visits there seems to be lot of scope to

further improve and modernize locations such as workshops, lecture rooms and

libraries, in almost all TTIs visited, in order to deliver the study programmes more

effectively. According to views expressed by senior instructors they need modern

equipment and tools for workshops, new audio visual equipment for lecture/study

rooms, modernized user friendly furniture, CD ROMs for the library, computers and

support staff, to upgrade the levels of the TIs. Any attempt to upgrade the levels of

TTIs by providing more equipment and teaching-learning resources should be carried

out in a planned manner. It seems necessary to conduct a comprehensive survey to

ascertain the current level of availability of teaching-learning resources in the TTIs

and the future needs. In such a survey special emphasis should be paid to factors

such as working condition of different items, their adequacy, their level of utilization;

0 5 10 15

Job satisfaction among trainees

Punctuality of trainees at lectures

Punctuality at workshops

Involvement of Trainees in learning activity

Intraction of Trainees with Instructors

Training Achivement to under Instructor

Career Guidence service to Trainees

Opportunity for profetional Devolopment

Poor

Satisfactory



and also the future needs to improve the ongoing study programmes as well as to

introduce new study programmes.

Furthermore, the need for improving and updating of competencies of the instructors

and the support staff was clearly evident for the information gathered. The quality of

the study programmes at the TTIs is difficult to be improved without improving the

professional quality of academic and support staff. A well designed professional

development plan has to be developed to carry out this task systematically covering

all TIs and subject disciplines.

8.3 To improve the curricula, methods of instruction and assessment at


During the interviews conducted with 65 ‘employees’ views were sought to find out

whether there is a mismatch between the skills they acquired at the training institutes

and what is expected by their employers. The majority (62%) has responded that

there is no significant mismatch between the two. However, about 65% of the

employees have stated that they need to update their knowledge and skills to meet

the new demands in the industry (Table 7.3). These two viewpoints have to be

interpreted carefully as they seem to be contradictory to some extent. One

conclusion possible is that whether there is some mismatch or no it is clearly evident

that the employees have a great desire to update their competencies to face the

challenges created by technological development.

The employees were asked to state the new competencies that their employers

consider as necessary for the employees to perform their duties more efficiently. The

following are found to be outstanding among the competencies listed by them (Table

8.5):

Table 8.5: New competencies that the employers expect from employees

Competency No. of responses

Carrying out running repairs of motor vehicles 13

Knowledge on Sensors/Digital technology 12

Injector engine tuning/EFI 8

Handling Modern Vehicles 8

Arc ,Gas ,Spot, Welding/Fitting 8

Similarly the employees were asked to state the important modern tools,

machinery and equipment available at their workplaces which they were not

exposed to at their training. The following are found to be prominent in the

employees’ lists:

Wheel alignment equipment

Wheel balancing equipment

Modern garage equipment

Engine testing equipment



Through the interviews an attempt was also made to gather information from

employees on the subject knowledge and skills they would like to further develop

to meet new technological demands. This information is discussed in the Chapter

4.

At the focus group discussions several views relating to the curricula of study

programmes were expressed by trainees currently undergoing training at Technical

Training Institutes. In summary, they mentioned that:

Modern technological developments are not adequately included in the

curricula. (eg., EFI, CNC, Air bags, exhaust gas emission testing)

Certain curricula are too wide and difficult to be covered during the two year

period.

Areas covered under Mathematics and Science are insufficient

Trainee awareness on the curricula is very low in some study programmes

Furthermore, information was also collected from the employers of employees’ on

aspects such as: essential competencies that employees should posses to facilitate

the employers to implement their development activities, important messages the

employers would like to convey to the trainers, and soft skills needed at the industry.

Analyses of this information are discussed in Chapter 9.

Such information collected from employees and employers are among the essential

ingredients needed for curriculum development and revision. As the main focus of

the present study is on trainees, no special attempt was made here to collect in-

depth information on the curricula of the ongoing study programmes. Further, in this

study it was difficult to collect information covering a reasonable sample of study

programmes of different disciplines. Thus, to improve the ongoing study programmes

an important factor that needs further surveying is background information needed

for curriculum revision and development, covering a large number of disciplines. In

such a survey views from various categories of personnel have to be collected

systematically, including subject specialists, educationists, and employers of different

levels and passed out as well as current trainees.

To achieve best results in a curricula reform improving curricula alone is not

sufficient. The new curricula have to be followed by improved instructional and

assessment strategies. In order to select or recommend appropriate instructional and

assessment strategies knowledge on several factors are seen as essential. These

include a clear understanding of the current practices, knowledge on availability of

teaching-learning resources at the TTI for different disciplines and the background of

the available instructors. Many developments have taken place in competency-based

instruction and assessment strategies during the recent decades. Knowledge on

such strategies, with respect to different disciplines, will also be advantageous in any

attempt to improve these strategies.



8.4 To improve Computer Assisted Teaching and Learning at the TTIs

In this study no special attempt was made to gather information directly related to the

above aspect mainly because this was not among the major objectives to be

addressed. However, limited information on this subject has been revealed by some

respondents indirectly and gathered by consultants through direct observations

during visits to the institutes.

According to the limited information gathered the current status in this regard can be

summarized as follows:

Computer assisted teaching and learning taking place at the TTIs is minimal.

It was evident that a few interested Instructors download resource material

from the internet and use for teaching purposes, occasionally.

Computer and internet facilities available for the instructors are minimal at

almost all the TTIs surveyed.

Availability of multi-media facilities is minimal at all the TTIs surveyed.

No special training has been provided to instructors on computer assisted

teaching.

Computer facilities available for trainees are very poor at all the TTIs

surveyed.

Through the postal questionnaire the vocational pass outs were asked to select the

study areas that they would like to select for their professional development. Out of

the 415 who responded to the questionnaire 198 have selected the option relating to

‘computer and IT skills’ (47.7%).

Similarly, one of the questions posed to the employees interviewed was: ‘What are

the subject knowledge and skills you would like to further develop to achieve your

career objectives?’ Out of the 65 employees interviewed 18 have stated computer

and IT skills as one of the options (27.7%).

These viewpoints expressed by the vocational pass outs clearly indicate their

willingness towards computer assisted learning.

Computer assisted instruction has become one of the most effective learning-

teaching strategies, to day. Benefits that trainers as well as learners can derive from

this facility are many. There is no doubt that it is essential to improve this facility at

the TTIs, in order to enhance the quality of technical education to be on par with

international standards.

Improving computer assisted teaching and learning in the TTI system, starting from

almost scratch, is a gigantic undertaking. This will require many inputs such as funds,

technical assistance, infrastructure development, training, organizational changes

and change of attitudes of the TTI community. Several related factors have to be

surveyed further to carry out this undertaking in a planned manner.

During their visits to TTIs the consultants made brief observations on teaching

practices at TTIs as well. Special attention was paid to make inquiries about the



study programmes conducted at NVQ Levels 3 & 4 which have relevance to the

study programme fields proposed for NVQ Levels 5 and 6, and to observe the

instructional practices, of some of them. Table 8.6 lists the study programmes

proposed for NVQ Levels 5 & 6 and the ongoing NVQ Levels 3 & 4 programmes

observed.

Table 8.6: The study programmes proposed for NVQ Levels 5 & 6 and related NVQ Levels 3 & 4 programmes observed

Proposed NVQ Levels 5 & 6 Programmes

Related NVQ Levels 3 & 4 Programmes observed

Construction Technology Plumber L3

Mason L3

Carpenter (Furniture) L3 & L4

Carpenter (Building) L3 & L4

Industrial Plumber L3 & L4

Automobile Technology Automobile Mechanic L3 & L4

Auto Electrician L3 & L4

Motorcycle Mechanic L3

Welding and Fabrication Technology

Welder L3 & L4

Aluminum Fabricator L3

Bar Bender L3

Information & Communication Technology

Computer Application Assistant L3

Computer Hardware Technician L3 & L4

Computer Network Technician L3

Ref & Air Conditioning Technology Ref & Air Conditioning Mechanic L3

Household Electrical Appliances Repair

Jewelry Design & Manufacturing Technology

Jewelry Maker (Goldsmith) L3 & L4

Jewelry Stone Setter L3

Electronic Imagining & Printing Litho Machine Operator L3

Computer Application Assistant L3


Computer Graphic Designer L3

Desk Top Publishing L3

Food Technology Baker L3

Production Technology Welder L3 & L4

Aluminum Fabricator L3

Machinist L3 & L4

Fitter L3 & L4

Electronic & Telecommunication Technology

Radio, TV and allied Equipment Repair L3 & L4

Electrician L3 & L4

Household Electrical Appliances Repair L3


Electric Motor Winder L3

Mechatronics Engineering Auto Mobile Mechanic L3 & L4

Auto Electrician L3 & L4

Farm Machinery Technology Automobile Mechanic L3 & L4

Tractor Mechanic L3

Household Electrical Appliances Repair L3

Electric Motor Winder L3



It seems necessary that an in-depth study should be carried out to ascertain the strengths

and weaknesses of those ongoing NVQ levels 3 & 4 study programmes, that are relevant to

study programmes proposed for levels 5 & 6, conducted at the TTIs. Information revealed

from such a study can be used effectively to improve the on-going programmes as well as

those proposed at levels 5 & 6.

Chapter 9: Gaps in the Technical and Vocational Educational Programmes


Chapter 9

Gaps in the Technical and Vocational Educational

Programmes

The main responsibility of the Technical and Vocational Education Programmes is

development of knowledge, skills and attitudes necessary for a place in the workforce

at levels ranging from trade to professional is provided by vocational education

programmes. The NVQ framework implemented by DTET, NAITA, VTA and NYSC

provides a unified technical education system, identifies levels of training according

to process and learning demand. The stakeholders of TVET are aware of the

features of the NVQ system as National Standards, Competency Based Curricula,

Competency Based Assessments and Unified Certification. The technical training

institutes are provided with printed handbooks on CBT curricula and the assessment

material. The instructors have been trained to implement the programme. The

implementation of the NVQ programmes, in general, is satisfactory as revealed at the

interviews with key personnel’s as Principals, Senior Instructors, Librarians and

Employers and at focus group discussions with Trainees. In addition the consultants

observed the instruction classes and practical work sessions organized for the

trainees and are satisfied with the implementation. However, this Chapter

summarizes some of the fields that need improvement as observed by the vocational

pass outs and the employers. The gaps in the training programmes are interpreted

as the knowledge, skills and attitudes which are less emphasized or not provided at

training.

9.1 Shortfalls in the training

A number of employees in the service or production sector have stated at the

interviews held with them, as discussed in Chapter 4, Sections 4.2 & 4.3 that the

training received by them at the training centres was not adequate enough to keep

up with some of the employer demands. At the places of employment they confront

with unfamiliar machines, equipment, tools and procedures which they had no

exposure earlier. Some of the machines such as CNC Lathes are so sophisticated

and expensive; the employers were reluctant to provide on the job training on such

machines to the trainees. In the field of Information Technology trainees had no

opportunity to learn new software packages. As this is a field fast developing, the

employed vocational pass outs are not able to meet all the requirements of the

employer. Modern vehicles use computer technology in many systems such as

ignition, fuel injection, braking and transmission. Without acquiring necessary

competencies in the field, it would not be possible for one to gainfully employ in such

service occupation. In some work places there are most sophisticated test benches

for analyzing defects encountered in sensor circuits.



9.2 Training gaps identified and remedial action proposed by employers

The employers were requested to assess the fitness of the employees at industry.

The responses of the employers in this regard are analyzed in Chapter 5, Sections

5.2 & 5.3.The Table 9.1 gives the percentages out of 33 interviewed employers who

are not satisfied with the present level of training in a few specified fields.

Table 9.1: Percentages of employers indicating unsatisfactory levels of

skills/knowledge

Specified fields

No. of employers

on unsatisfactory

responses

Unsatisfactory

percent

Theoretical knowledge 7 21

Practical skills to handle tools 14 42

Systematic planning of tasks 4 12

Use of tools & new technology 11 33

Confidence to handle tasks independently 10 30

Social skills 8 24

Communication skills 11 33

Level of commitment 7 21

Work procedure (Manuals, instructions etc) 12 36

Performance standards & Quality of work 10 30

The mean value for unsatisfactory percentages for the skills/knowledge indicated in

Table 9.1 is 28%. This is an indication of the training gap. While all the fields

mentioned in Table 9.1 needs improvement the fields above the mean are Practical

skills to handle tools, use of tools and new technology, confidence to handle tasks

independently, communication skills, work procedures (manuals, instructions etc)

and performance standards & quality of work.

Employers demand a good knowledge and skills from the trainees relevant to the

field of training and also relevant to the activities at the work place. It is difficult to

provide all these knowledge and skills at the Technical Training Institutes of DTET,

VTA, NAITA and NYSC. However these institutes could provide multi skills or generic

skills through which the trainees could adapt to the situations easily. The knowledge

on technology expands. The trainees need to be aware of this situation and acquire

the skills needed to upgrade knowledge with the use of well equipped libraries,

internet access and CD ROMs.

The employers who are fully aware of the gaps between the training and the

requirements by them have listed several areas for the attention of the trainers for

development of their training curriculum. The percentages of employers under each

of the messages are given in Table 9.2.



Table 9.2: Messages to trainers from employers

Message to Trainers Percentage of employers

giving the message

Focus more on Practical knowledge within a training 24

Training on Attitude, Behavior, Punctuality, Team work 9

Teaching Basic Mathematics, English and Science theory 9

Teaching how to update their knowledge 12

Give In plant training in relevant place 3

Train more people to meet the demand 6

Improve ability to read and understand (Following Manual) 6

Train the student according to demand fields 9

Broaden the syllabus ( develop Multi skills) 3

High percentages of employers are in favour of developing the trainees in the fields

of practical knowledge, attitude to learning, improving Mathematics, English and

Science theory and general updating of trainee knowledge.

The Principals/Heads of Technical Training Institutes emphasized the need to

provide in-service training to the staff of instructors on modern high technology.

Teaching/instruction methodology has to improve with computer assistance and

other audio-visual equipment utilization. Some employers are not fully satisfied about

the behavior patterns of employees at the work place. They would like if trainees

enter their establishments with good attitudes such as ability to work in a team, follow

instructions of supervisors, punctual at work places and etc. The employers also

expect employees to be competent in English language to enable them to follow the

instruction manuals, library books & journals, relevant knowledge on internet and any

CDs used at in-service training. The employers indicate the need for a curriculum

revision of study programmes at Technical Training Institutes to fill this gap.

Some of the employers are planning to develop new activities in the near future.

These activities and percentages of employers willing to develop new activities are

given in Table 9.3.

Table 9.3: The new activities to be developed by employers

New activity Percentages of employers planning

to develop new activities

Mechatronics 12

Electronic control System 18

Produce new equipment /Assembling 12

New Metal fabrication 6

CDMA/ ADSL/ IPTV 3

Automated system 6

Emission Test 6

Auto Painter 6

Computer database development 3

Digital fault detector 3

VE Pump technology 6

Gasoline direct injection 3



Development new activities in Mechatronics, Electronic Systems and New Equipment

are high priorities of the employers. The new programmes anticipated by the

employers will require employees who have acquired the relevant new

competencies. It is essential for Technical Training Institutes to develop these new

competencies in the trainees to minimize future mismatch between training and

employment. The expected competencies and the percentages of employers

requesting such competencies are listed in Table 9.4

Table 9.4: Competencies needed for development of new activities

Required new competency

Percentages of employers

who planned to use such

competencies

Knowledge on modern Theory/Practices 13

Good attitudes 5

Computer knowledge 9

Broad range of Knowledge 11

English Knowledge 8

Management Skills/Communication skills 5

New Welding Technologies (TIG) (MIG) Spot 5

Mechatronics 2

Emission Control Technology /pollution control 1

Ability to Operate Lathe/Milling machine 1

Imparting new knowledge at training should take priority.

Chapter 10: Summary of Findings


Chapter 10

Summary of findings

The findings emerging from qualitative and quantitative data collected by using the

questionnaires, interview formats, observation schedules, focus group discussions

and review of related literature are listed below. They are grouped under seven

headings which directly relate to the objectives of the study.

1. Economic and social status of vocational pass outs

a. Background of employee study sample

VTA and NAITA are the main suppliers of technically qualified persons to

industry, based on the records maintained at NVEC, the VTA and NAITA.

(Fig3-1)

Over 80% of the sample of 513 vocational pass outs are below the age of

25 years and are unmarried. (Table 3.1)

Eighty three percent of the vocational pass outs in the sample are from

NVQ Levels 3 & 4 study programmes. The balance has followed trade

level courses which provide only basic and introductory skills at NVQ

levels below 3 & 4.(Fig 3-3)

b. Expenditure pattern on employee emoluments

Twenty seven percent of the employees have to take full responsibility for

their family expenditure as they are the only wage earners in the family.

Seventy percent of the households have either one or two wage earners

only (Table 3.1).

There are 6 (7%) households in the sample with each having five family

members but with only one wage earner (Table 3.2).

Two-member households are only 4%. Seventy five percent of the

households are large having 4 or more members (Table 3.3)

Nearly 50% of the employees spend less than 25 % of their earnings on

the family. 5% of the employees spend over 75% of their earning on the

family (Table 3.6)

Eighty two percent (82%) of the employees spend less than 50% of their

earnings on personal up keep.

c. Expenditure of the earnings for further education courses

Seventy out of the 84 employees who were interviewed have said that

they can save less than 25% of the earnings for future use. Some of the

employees are registered with further education courses while being

employed. (Table 3.9)



Sixty five percent (65%) of the employees spend less than 25% of their

earnings on further education courses. At interviews with 84 employees it

was revealed that 29 (35%) employees are registered with part-time

higher education courses at different institutes. These further education

courses for which 55 (65%) of employees are registered are given in

(Table 3.9.)

d. Family/Household details of employees

Eighty three percent (83%) of the employees in the sample live in houses

with 3 to 6 rooms inclusive of the living room and the kitchen (Table 3.11).

Eighty seven percent (87%) of the employees live in either tile or asbestos

roof houses (Table 3.12).

Eighty nine percent (89%) of the houses are built with recognized wall

building materials as bricks or cement blocks (Table 3.13).

Eighty two percent (82%) of households of employees use firewood and

LPG in cooking (3.14).

Sixty two percent (62%) of the employees travel to place of work from

houses located at distances more than 10 km. Ninety percent of them use

public transport as train and bus. Five of them out of the 65 use their own

motor cycles to travel for work.

2. Current employment status of employees

Fifty three percent (53%) of the vocational pass outs of the sample are employed

in private sector. This is about three times the number employed by government

sector (Table 3.4).

A comparatively high percentage of vocational pass outs have acquired the

competencies that are needed at employment (Fig 4-1).

Labour Market Bulletin data reveals that the employment categories related to the

priority trades identified by the employers in the study sample (Table 5.3) are also

advertised in the newspapers (Table 6.1).

Table 6.4 lists the fields in which vacancies occur as indicated by the employers.

Ninety for percent (94%) of the vocational pass outs out of the 303 who

responded in the sample have come from Either NVQ Level 3 or Level 4. Others

include those who have left the technical institutes with the acquisition of only

entry level & basic skills (NVQ Levels 1 and 2) (Table 4.3).

3. Absorption patterns of the trainees in different sectors of employment

Diploma and Degree courses and Practical skills and Knowledge on Higher

Technology relevant to the courses on which they had initial training at the

Technical Institutes are reported as high priority fields.



The vocational pass outs have stated a variety of preferred fields for higher

education (Table 3.10).

The top one third of preferred trades with weighted responses over 200 includes

Automobile mechanic, Automobile Electrician, Advanced level welder, Computer

hardware technician, Computer application assistant and Radio, TV & allied

equipment repairer.


includes, Household electrical appliance repairer, Aluminum fabricator, Advanced

plumbing, Metal bar bender, Desktop printer, Jewelry manufacturer and Gem

technician (Table 4.7).

The percentage of vocational pass outs employed in the private sector is about three times high as the percentage of those employed in the government sector (Table 7.1).

The recruitment of vocational pass outs for employment from Technical Colleges

under DTET is the most popular method of recruitment (Table 6.3).

4. Obstacles faced by the trainees in the process of securing jobs

Some of the employees feel that there is a demand for knowledge and skills at

the work place on the items listed in Table 4.4 which they did not acquire at the

training.

Some of the specific machinery and tools that were not covered at the training are listed by the employees (Table 4.5.).

The highest absorption percent of vocational pass outs for employment had been

from NAITA. The Table 5.1 of Chapter 5 in this report lists the nature of business

that absorbed these vocational pass outs (Table 6.2).

Vocational pass outs with clear theoretical knowledge who are good at

expressing their knowledge fair better chances in getting selected for jobs. In this

context, poor theoretical knowledge and poor communication skills can be

considered as obstacles faced by the vocational pass outs who find it difficult to

seek employment (Table 7.6).

Only 27% have found their jobs with the help from the Career Guidance Units,

according to the information revealed by the 324 vocational pass outs employed

in the government or private sectors (Table 7.2).

The responses on satisfactory level of knowledge & skills of employees are

higher than the corresponding unsatisfactory level responses. The mean value of

responses at satisfactory level is 23.2. Whereas, the mean value of responses at

unsatisfactory level is 9.4. Comparison of means indicates that the satisfactory

level is better.



5. Pattern and the rate of absorption of trainees into the labour market

The waiting times for employment among the 99 unemployed vary from 1 year to

6 years. Data reveals that the unemployed 99 vocational pass outs includes 4

waiting for employment for 6 years, 9 waiting for 5 years, 11 waiting for 4 years,

19 waiting for 3 years, 24 waiting for 2 years15 waiting for 1 year and lastly 17

waiting for employment to date since completion of training in 2008 (Table 3.5).

Eighty one percent (81%) of the vocational pass outs find employment after

training without much waiting time (Table 4.1).

The trained persons absorbed into the automobile industry are automobile


automobile painters. Those absorbed into building industry are masons,

carpenters, electricians and plumbers. Over 50% of the vocational pass outs are

absorbed into automobile and building industries.

Ninety for percent (94%) of the vocational pass outs out of the 303 who

responded in the sample have come from either NVQ Level 3 or Level 4. Others

include those who have left the technical institutes with the acquisition of only

entry level & basic skills (NVQ Levels 1 and 2) (Table 4.3).

High percentage of NAITA pass outs is observed to possess by employers on the

two fields, ‘Soft Skills & Good Attitude’ and ‘Practical Skills required at Industry’.

Likewise, high percentage of NYSC pass outs is observed to possess by

employers on the two fields ‘Commitment & Flexibility to adopt’ and ‘Soft Skills &

Good Attitudes’ (Fig 4-4).

Out of the 112 responses given by 49 employers, nineteen responses indicated

the need for welders. Thirty-six responses out of 112 (32%) are on automobile

related trades. Assessing the future needs of employers, out of 112 responses,

seventeen clearly indicated that the employers like to employ vocational pass

outs in the electrician trade. This study identifies the vocational pass outs in the

electrician trade as the second highest demanding category in the future labour

market as revealed by the responses of employers selected for the study. (Fig 5-

1)

6. Factors to be surveyed further

Some of the important and popular NVQ Level 3 and NVQ Level 4 study

programmes are not fairly distributed among the Technical Training Institutes.

Additional comments have been made by the Principals/Heads of TTIs. Three (3)

of them have mentioned the need for more classroom space to expand their

study programmes and two (2) have mentioned the need for more computers.

More relevant library books and more instructors were requested by two (2)

Principals/Heads of Institutes. Further, two (2) of them reported that they have

difficulties in obtaining raw material needed for the workshops.

Except for a few facilities such as ‘equipment and tools at workshops’, ‘availability

of audio visual equipment’, ‘availability of support staff’ and ‘in-plant training



facilities’ the majority of instructors (more than 8 out of 14) were found to be

satisfied with the rest of the available essential facilities (Figure 8.1).

Four or more of the fourteen Senior Instructors have stressed the need for

facilities such as: ‘machine equipment with new technology’, ‘new AV equipment’,

‘modernized user friendly furniture’ and ‘CD based learning equipment for library’.

There are shortfalls in the training programmes completed by the graduate

employees. (Chapter 4, Sections 4.2 & 4.3)

7. Gaps as observed by employers and employees including mismatch

between industry acceptances and skills of vocational pass outs

High percentages of employers are in favour of developing the vocational pass

outs in the fields of practical knowledge, attitude to learning, improving

Mathematics, English and Scientific theory and general updating of trainee

knowledge. (Table 9.2)

Development of new activities in Mechatronics, Electronic Systems and New

Equipment are high priorities of the employers. (Table 9.3)

Sixty eight percent of the employees have said the mismatch between employer

requirements and training skills gathered at the Technical Training Institute is nil

or at a very low extent. Only 33% have said that there is mismatch (Fig 4-2).

Seventy seven percent (77%) of the employees are in favour of upgrading their

knowledge and skills to meet the employer demand (Fig 4.3).

The highest percentage of responses is for the need of ‘Practical knowledge in

the field’ (20%). The lowest percentage is for ‘Management & Planning Skills’

(11%) (Table 4.6).

The 10 trades in demand indicated by the sample of employers under the current

study are within the 10 jobs in demand as recorded in TVEC Information Bulletin.

Fifty eight percent (58%) of the employers are convinced that over 50% of the

employees are fit with their theoretical knowledge required at industry. Forty six

percent of the employers are convinced that over 50% of the employees are fit

with their practical knowledge (Table 5.4).

Out of the 31 employers, 8 suggested to training providers to focus more on

practical training within the training period, which has been emphasized by

employers throughout this study. Critical factors emphasized by the employers,

as messages to trainers are,

Attitude development of trainees as punctuality & team work



Four employers out of 31 asserted the importance of teaching modern technology to

trainers, in order to minimize the performance gap (Table 5.5).



The responses of employers reveal that on-the-job training concentrates on the

familiarization of new tools and equipment and new theory and practices. This

response clearly relates to the need of providing training on new tools and equipment

during training at the Technical Training Institutes and updating the tools and

equipment used in training. (Table 5.6)

Out of the 33 employers of vocational pass outs interviewed about 64% have

expressed that it is not easy to recruit suitable personnel for their

industries/companies (Table 7.4).

The mean value for unsatisfactory percentages for the skills/knowledge is 28%. This

is an indication of the training gap (Table 9.1).

A considerable percentage (25%) has responded that there is a significant mismatch

between the two. This viewpoint is strengthened by the finding that a high percentage

of the employees (72%) are in need of updating their knowledge and skills to meet

the new demands in the industry (Table 7.3).

Chapter 11: Conclusions and Recommendations


Chapter 11

Conclusions and Recommendations

The conclusions and recommendations presented in this report are focused mainly

on the seven objectives and outcomes expected in the study Terms of Reference. As

such the conclusions are mainly in reference to the following expected outcomes.

i. A description of the home background of the employees. Their economic

background based on the expenditure patterns.

ii. The disciplines in which the vocational pass outs are employed. The popular

fields of employment.

iii. The sectors of employment and the patterns of absorption.

iv. The rate of absorption of vocational pass outs to the labour market.

v. Obstacles faced by vocational pass outs in securing jobs and the obstacles

faced by employers in recruiting matching vocational pass outs.

vi. Fields to be surveyed such as facility improvement in the institutes to

implement NVQ study programmes and securing jobs for the trainees.

vii. Mismatch between knowledge and competencies expected of the employers

and what is achieved by vocational pass outs at the training institutes.

11.1 Conclusions

The conclusions as derived and inferred from the study are indicated below under

relevant headings. On the whole it can be concluded that the implementation of NVQ

study programmes in the Technical Training Institutes has enhanced the employment

avenues for the trainees to a significant extent.

11.1.1 Specific conclusions relating to employee background

High percentage of vocational pass outs are males under 25 Years of age and

unmarried. A large number of employees are with a NVQ Levels 3 & 4 education

background.

11.1.2 Specific conclusions relating to socio-economic background of employees.

Nearly one third of the employees are the single wage earners in their families. Being

the only wage earner one has to spend a substantial amount of the earnings on the

family and thereby assumes a responsible position in the household. A high

percentage of households have large families with over 4 members in a family. Half

the number of employees spends less than 25% of their earnings on the family.



Forty out of the 65 employees who were interviewed have stated, what they can save

for future use is less than 25% of the earnings. Some of the employees are

registered with further education courses while being employed. Part of the savings

is spent as tuition fees on further education courses.

Around 90% of the employees live in houses with either asbestos or tiled roofs with

brick or cement block walls. Almost all of them use firewood as the main cooking fuel.

Most employees do not live close to the work places, often located in urban areas.

They travel distances over 10 km using public transport to reach the work places.

11.1.3 Specific conclusions relating to employment

Around 70 % of employees are of the view that there is no mismatch between what

they have acquired at training and the employer demands. However, the employers

have a few comments to make.

There are limitations on knowledge of the employees on modern technologies

and tools

A comparatively high percentage of employees have acquired the

competencies that are needed at employment but the employers have

identified a few drawbacks.

There is a high demand for welders with highly specialized welding skills. The Auto

Service Supervisors, Masons and Carpenters are not employed on permanent basis.

They are contracted depending on the needs of the industry.

In general there is an indication of relative importance of the market demand for


The highest absorption of vocational pass outs for employment had been in year

2006. Absorption had been low from NYSC.

Employers find that recruitment of competent trained persons for the vacancies in

their industries as not easy

11.2 Recommendations

11.2.1 Overall Recommendations

The overall recommendations can be presented under two main groups. The first

relates to the items in which success has been observed. The second concerns the

general shortcomings and shortfalls indicated through the study.

With regards to the items in which success has been observed, the

recommendation is to have a strategy of building on the success. Among the

items which come under this category are:

The effort by the Ministry of Vocational and Technical Training to implement

the NVQ Levels 3 & 4 in Technical Training Institutes under their purview.



Success procedures already developed to establish Career Guidance Units at

the Technical Training Institutes under the ministry.

Establishment of computer databases utilized for directing technically trained

graduates to the world of work.

Continuation of the supply of printed instructional material on the competency

based teaching, learning and evaluation.

Development of infrastructure to create a convincing learning environment

which includes buildings, garden layout, power and water supply.

The professional development programmes for key persons on Technical

Education organized by the Technical Education Development Project.

With regard to the second category where shortcomings and shortfalls were

observed, the recommendation is to note them while seeking to rectify, where

feasible, them expeditiously. Among the items which come under this category are,

Inadequacies in audio-visual equipment such as multimedia projectors,

overhead projectors, computers and CD ROMs to improve instructor

presentations.

Inadequacies in the availability of internet facilities for instructors and trainees

to access the global developments in technology.

Inadequacies in books, technical encyclopedias, manuals, journals and other

research literature on technical education in the institute libraries

Inadequacies in copying facilities in some of the libraries which is essential for

trainee studies.

11.2.2 Specific Recommendations

(a) NVQ Level 3 & 4 Study Programmes

Already there are study programmes in Technical Training Institutes aimed

towards participation of women. The recommendation is to more

consciously organize NVQ Levels 3 & 4 study programmes to attract

more women through the intervention of the good office of the TEDP. In

other words, gender bias should be reduced to a minimum. In this regard

it is worth noting that, the TVEC analyses have identified the following as jobs

in high demand favouring females.

- Receptionist

- Account assistants/clerks

- Secretaries

- Customer service executives

- House maids

- Attendants at Homes for Elders/Disabled/Children

- Montessori Teacher

- Computer Operators



Development of training programmes for the above vocations at NVQ

Levels 3 & 4 is recommended.

It is understood that the NVQ Levels 3 & 4 study programmes in the

Technical Training Institutes have a short history. A closer look at the

implementation problems such as availability of required resources and

the in-service training for instructors for updating them in the relevant

fields is recommended. A SWOT analysis is recommended in this regard.

Eight areas in which upgrading is recommended arranged in order of

priority are,

- Machine Equipment with new Technology

- Professional Development Programmes for Instructors

- Audio-Visual Equipment to improve instruction methodology and

trainee presentation of their projects

- Modernized and user-friendly furniture for classrooms and workshops

- Modernized library with facilities for CD based learning, computers,

Internet access and relevant books and journals on Technology.

- Infrastructure development to provide more spacious classrooms

- Improvements to Career Guidance Unit with the provision of trained

officers, facilities for conducting job awareness seminars &

workshops, facilities for publicizing available jobs and enhanced

coordination with industry within the district and outside.

- Curriculum Development to keep in pace with development in

Technical Education in developed countries

.

It is observed that the employees with a background of NVQ Levels 3 & 4

education come from the Technical Training Institutes under the DTET,

NAITA, VTA and NYSC. It is recommended that these institutes share

their experiences at forums and common workshops aimed at quality

improvement of training.

It is recommended that the 10 priority trades as observed by the

employers and also in agreement with the higher demand jobs in

advertisements as analyzed by TVEC be improved in quality and

increased trainee participation under the NVQ programme. The 10 trades

arranged in the order of priority are,

- Welder

- Electrician

- Managers, supervisors & construction technicians

- Auto Electrician

- Auto mechanic

- Auto AC Technician

- Computer assistant

- Auto Service supervisor

- Mason

- Carpenter



(b) Employer – Employee interactions

The report lists the needs of employers to fill the knowledge gaps of the

trainees. While the employers appreciate in general the level of training

provided to employees at industry, they also have identified the following

deficiencies in the training programmes (arranged in the descending order of

deficiency)

- Practical skills to handle tools & new technology

- Work procedure adhering to manuals & instruction books

- Communication skills

- Confidence to handle tasks independently

- Performance standards & quality of work

- Social skills

- Level of commitment

- Theoretical knowledge

- Systematic planning of tasks.

While these deficiencies are not directed to training under any particular

trade, it is recommended that all training programmes under NVQ study

programme network endeavour to fill the above gaps in the training

observed by the employers.

The employers have planned to incorporate new activities to their industries

based on the new development work in the country. These new activities

include,

- Mechatronics

- Electronic control systems

- Production and assembly of new equipment

- Fabrication of new metals and alloys

- New telephone technologies

- Automated systems of production

- Pollution control and emission tests

- New techniques of auto painting

- Computer database development

- Fault detection using digital technology

- VE Pump technology

- Gasoline direct injection technology

The employers have specifically mentioned new competencies/skills that they

need for future developments of activities that they have planned. The

following competencies/skills are recommended to be incorporated into

TVET training programmes:

- Broad Knowledge on modern theories and practices

- Good attitude to work

- Computer knowledge



- English Language

- Management & Communication

- New welding technologies (TIG) (MIG) Spot

- Mechatronics

- Emission control technology

- Lathe/Milling machine operation

It is recognized that the attitude development of trainees cannot be achieved

in a short time and the committed involvement is required of the trainees.

Following long term attitude developments during training are

recommended.

- Working in groups

- Respecting views of other group members

- Providing leadership to other members in working groups

- Obeying instructions of instructors/leaders

- Punctuality at learning sessions

- Genuine record keeping etc

- Self-learning

- Peer-learning

The employers have stressed the need for English Language and IT

competencies for the employees. English language is essential for

comprehending the Instruction manuals and other literature usually not

available in national languages. Information Communication Technology is

required to be in touch with the developments in other countries in the

technology development fields. It is recommended to fill this gap on

English and IT competencies at the training.

The priority areas the employers have identified among others to be stressed during

training are;

- Focus more on practical knowledge associated with training

- The techniques of seeking new knowledge. (Internet use, reference to

new manuals, journals and encyclopedias on technology)

- Development of good attitudes on behavior, punctuality, team work

etc.

- Teaching basic Mathematics, English and Science Theory

The employers have stated the trades in demand particularly in relation to the new

developments in the industry as,

- Electronic Control Systems including Relays, Sensors, Security

devices and new Fuel Saving Mechanisms.

- New equipment assembly and handling with use of supplier manuals

and instructions

- Mechatronics

- Fabrications using new metals an alloys entering the construction

technology field.



- CDMA/ADSL/IPTV

- Automated systems in production

- Emission testing methodology

- Auto painting including heat and humidity control systems.

- New developments in computer technology

- Digital fault detectors

- VE Pump Technology

- Gasoline direct injection

- Management and Communication skills

- New welding technologies (TIG, MIG), Spot welding

- Lathes & Milling machines

It is recommended that steps should be taken to improve the relationships

between the TTI authorities and the employers in the respective areas,

who provide training and employment opportunities for trainees, in order

to minimize the biased opinions developed by employers towards some TTIs

in offering employment.

It is recommended that steps should be taken to establish in-plant training

opportunities for trainees in TTIs where this facility is not available; and

to further strengthen the in-plant training programmes already offered in

TTIs. In this connection, establishment of in-plant training coordinating

committees comprising of representatives from industry and training

institutes is also recommended.

It is recommended that professional development opportunities should

be provided to instructors as well as to technicians in order to update

their competencies to enable them meet the challenges of new technological

development. Such opportunities should be provided according to well

designed plan to benefit all the TTIs and subject disciplines.

It is recommended that the trainers should take note of the messages given by employers, which include the following.

- Focus more on Practical knowledge within training

- Training on Attitude, Behavior, Punctuality, Team work

- Teaching Basic Mathematics, English and Scientific theory

- Teaching modern technology

- Teaching how to update their knowledge

- Give In plant training in relevant places

- Train more people to meet the demand

- Improve ability to read and understand (Following Manuals)

- Train the students according to demand fields

- Broaden the syllabus. Develop Multi skills

- Need to improve the knowledge of instructors

- Independent working Abilities



( c ) Areas to be further surveyed

Steps should be taken to carry out an in-depth analysis on the NVQ Level

3 and NVQ Level 4 study programmes conducted at the different TTIs to

ascertain factors such as the distribution of the programmes according to

trades/vocations, relevance to the context, enrolment patterns and availability

of instructors; and make use of the resulting information in approving new

programmes for TTIs.

Well planned in-depth, comprehensive studies should be carried out to

throw light on the following needs.

- To establish the mismatch that exists between the training received

by the trainees from the TTIs and the demands expected by the

employers.

- To ascertain the reasons underlying the unemployment of vocational

pass outs and the patterns of unemployment.

- To ascertain the current level of availability of teaching-learning

resources in the TTIs and their future needs taking into consideration

the proposed new study programmes. In such a survey special

emphasis should be paid to factors such as working condition of

different items, their adequacy, and their level of utilization.

- To gather background information necessary to revise the ongoing

curricula and to develop new curricula, covering a large number of

disciplines. In such a survey views from various categories of

personnel have to be collected systematically, including subject

specialists, educationists, and employers of different levels and

passed out as well as current trainees.

- To gather background information needed to develop a plan to

implement computer assisted teaching and learning in the TTI

system. Such a survey should particularly look into needs such as

funds, equipment, infrastructure, technical assistance training.

- To ascertain the strengths and weaknesses of those ongoing NVQ

levels 3 & 4 study programmes that are relevant to study

programmes proposed for levels 5 & 6, conducted at the TTIs. Such a

survey should pay special attention to issues that need to be

addressed in establishing proposed study programmes in the

respective TTIs.

(d) Further education of vocational pass outs

It is very encouraging to note that some of the employees are already

engaged in further education programmes on a part-time basis during their

employment at industry. The courses in which they are registered arranged in

the order of popularity are,



- NCT Electrical, Electronic and Mechanical courses

- Welder / Fitter

- Heavy Machinery

- Mechatronics

- City & Guilds Courses

- Machinist

- English Language

- Degree & Diploma courses relevant to the field of initial training

It is recommended that further education activities of trainees be

encouraged by offering incentives such as,

- Study leave to attend classes

- Recognition of achievements for promotions within the industry

- Extra remunerations and bonuses

- Financial assistance through Bank loans to pay for tuition and

purchase of study material

AAnnnneexx 22..00

TTeerrmmss ooff RReeffeerreenncceess

Terms of Reference for Study on Employment of Trainees and Tracer Studies

1. Background of the Project:

The Project supports the Government's strategy in addressing the supply-demand gap of

technicians and technologists by (i) strengthening Colleges of Technology (CoTs) to offer

technician education; (ii) strengthening the Ministry of Vocational & Technical Training

(MVTT) and relevant institutions to support a market-responsive technical education and

vocational training (TEVT) system; and (iii) establishing the University of Vocational

Technology (Univotec) that will focus on technical education & technology . The Project will

build on the outputs on the collection methods Asian Development Bank (ADB) assisted

Skills Development Project (SDP), particularly the National Vocational Qualifications (NVQ)

framework.

The Project will develop the new technicians' development programs within the NVQ

framework and upgrade six Technical Colleges (TCs) in six out of nine provinces to conduct

them. After upgrading, the TCs will be renamed as CoTs. The Project will strengthen MVTT

and relevant institutions under its purview towards facilitating, supporting and ensuring a

quality, efficient and sustainable TEVT system, with focus on NVQ levels 5 to 7. The Project

will assist the Government establish the proposed Univotec that will, on the one hand,

address the storage of technologists and qualified teachers for TEVT and, on the other hand,

provide an alternative education and career pathway for students and TEVT sector

personnel leading to a degree. The Project will, among others, develop degree programs

leading to a Bachelor of Technical Education and a Bachelor of technology and upgrade the

facilities and equipment of institutions comprising Univotec, as necessary to offer these

degree programs.

2. Objectives of the Studies:

i. To analyze the economic and social status of beneficiaries after the completion of

training

ii. To analyze the current employment status of TVET trainees in different disciplines

iii. To analyze the absorption patterns of the trainees in different sectors of

employment

iv. To analyze the patterns and the rate of absorption of trainees in to the labour

market

v. To identify the obstacles faced by the trainees in the process of securing jobs in

the labour market

vi. To identify the factors to be surveyed further

vii. To identify training gaps as identified by employers and graduate-trainees,

including mismatches between industry acceptances and skills of trainees

3. Activities to be completed:

Development of a methodology, strategy and work plan after a preliminary

discussion with the client.

Development of data collection tools

Data collection through trained personnel in TVET sector nominated by the client

Provide guidance to the TVET personnel to analyze data

Presentation of draft report to the Client

Submission of final report

Consultants should provide guidance to the personnel nominated by the Client

during the study period to collect data and analyze them.

4. Consultants Qualification

A post graduate qualification in Economics/Management/Science or Social Science with at

least 10 years experience in conducting studies. The experience in Vocational Technical

Education sector will be an added advantage.

5. Study Methodology

The study methodology should be conducted using a combination of following data collection

methods;

6. Duration

Total duration of the study is eight (08) months from the date of commencement of the

contract

7. Deliverables

The consultants shall submit the following outputs as per the objectives, and scope of the

study to the Technical Education Development Project;

i. An Inception Report (6 copies) shall be submitted within two weeks after the

commencement of the services. This report should include all aspects of the

methodology, strategy and work plan as amended if necessary after preliminary

inspection and discussion with the client

ii. Monthly Progress Reports which would include the details of the field surveys and

survey carried out during the month.

iii. Draft Final Report (6 copies) to be submitted at the end of 07 month after the

commencement of the service.

iv. Final Report covering the objectives of the study (15 copies) submitted at the end of

8 month from the date of commence service and after the receipt of the comments

from the client on Draft Final Report. It should be submitted in both hard (15 copies)

and soft (01) each copy on a separate CD) copies.

v. The consultant should submit the following outputs to the client

a. Original Questionnaires administered during the study

b. Computerized data sets and any other processed tables, Sub data sets etc.

c. Set of tables used for analysis

All reports should be in English Language

The Final Report and all drafts of the reports shall remain the property of the Ministry of

Vocational & Technical Training and should not be released to others without approval.

AAnnnneexx 33..00

SSuurrvveeyy IInnssttrruummeennttss ffoorr TTTTIIss

1

Survey Instrument No: 01

OBSERVATION SCHEDULE FOR TECHNICAL INSTITUTES

Interview with the Principal

Name of Institute

Address

Name of Principal

Contacts Tel: Fax: E-mail

Name of NVQ Level 3&4 courses at the institute

Duration of course

Part-time or full-time?

Total Number of trainees enrolled

1.

2.

3.

4.

5.

6.

7.

State your level of satisfaction as the head of the institute on the following facilities available at the Institute

Facility Very Satisfactory

Satisfactory Poor Very poor

1. Working space for trainees

2. Working space for Instructors

3. Electricity supply

4. Water supply

5. Classroom furniture

6. Workshop furniture

7. Equipment & tools at workshops

8. Library

9. Raw material supply for workshops

10. Availability of instructors

11. Availability of support staff

12. Recurrent expenditure (other than salaries)

13. In-plant training facilities

14. Job satisfaction among trainees

15. Trainee discipline

16. Career guidance to trainees

Any comments you would like to make about ‘Poor & Very Poor’ facilities indicated by you. Suggest any action for improvement.

……………………………………………………………………………………………………………………………

…………………………………………………………………………………………………



Interviews with two senior instructors

Instructor - 01

Name of Instructor 1

Field of Instruction

Educational Qualifications

Teaching experience in years

State your level of satisfaction on the following facilities with regards to your field of work available at the Institute




2. Working space for your preparations

3. Electricity supply to workshops

4. Water supply to workshops




8. Library books relevant to your field


10. Availability Audiovisual equipment


12. Cash imprest to purchase perishables



15. Punctuality of trainees at lectures

16. Punctuality at practical workshops

17. Involvement of trainees in learning activity

18. Interactions of trainees with instructors

19. Trainee achievement under your instruction


21. Opportunity for your own professional

development


……………………………………………………………………………………………… ………………………………………………………………………………………………

Instructor-02

Name of Instructor 2 Field of Instruction

Educational Qualifications

Teaching experience in years

State your level of satisfaction on the following facilities with regards to your field of work available at the Institute




2. Working space for your preparations

3. Electricity supply to workshops

4. Water supply to workshops




8. Library books relevant to your field


10. Availability Audiovisual equipment


12. Cash imprest to purchase perishables



15. Punctuality of trainees at lectures

16. Punctuality at practical workshops

17. Involvement of trainees in learning

activity

18. Interactions of trainees with instructors

19. Trainee achievement under your

instruction


21. Opportunity for your own professional

development


………………………………………………………………………………………………

………………………………………………………………………………………………



Focus Group Discussion with 10 Trainees Identify 10 trainees with help from the instructors and facilitate a discussion with them on the following aspects. All precautions to be taken to allow free expression by participants. a. Comments on the curriculum. How challenging is the curriculum?

b. Comments on the instruction, both lectures & workshop practice

c. Availability of instructors for free interaction

d. Library facilities including books & CD Roms

e. Drinking water

f. Toilets

g. Security

h. Recreation (aesthetic)

i. Sports

j. Canteen facilities

k. Welfare

l. Unions/clubs on academic interests

m. Career guidance at the Institute

n. Employment after training

o. In-plant training

p. Scholarship & Bank loan programmes



Enumerator observation of Learning Environment at the Institute.

Express your views about the following observations you have made during your stay at the Institute.



1. Pleasantness of garden layout.

2. Building maintenance as seen from garden

3. Cleanliness of corridors and classrooms

4. Cleanliness of Workshop rooms

5. Cleanliness of toilets & canteen

6. Orderliness of workshop management

AAnnnneexx 44..00

SSuurrvveeyy IInnssttrruummeennttss ffoorr

EEmmppllooyyeerrss aanndd EEmmppllooyyeeeess

1

Survey Instrument No. 06

FORMAT TO INTERVIEW 90 EMPLOYEES

The information provided by employees will be treated as very confidential. No specific comments on the individuals will be made and data will only be used to establish the overall pattern in the country

1. PERSONAL INFORMATION (Please tick the relevant words)

i. Name:

ii. Gender Male / Female

iii. Personal Address:

iv. Age (In Yrs) ……………. Yrs.

v. Marital status Married / Unmarried vi. Tel.No.

E-mail

vii. Highest Educational Qualification

GCE A/L, GCE O/L,

Gr.10, Gr. 9, Gr. 8

viii. Highest NVQ Level completed

Level 1/ Level 2 /Level 3 / Level 4

ix. Name of Technical Institute/Institutes attended

1.

2.

3.

x. Address of Technical Institutes

1.

2.

3.

xi. Name of Courses completed

1.

2.

3.

xii. Duration of courses (In yrs.)

1.

2.

3.

xiii. Year of completion 1.

2.

3.

xiv. No. of persons living in

your house including you.

xv. How many of them are income earners?

xvi. What percentage of your personal

income do you spend on the family?

Less than 25%, 26-50%, 51-75%, Over 75%

xvii. What percentage of your personal

income do you spend on your personal

upkeep?

Less than 25%, 26-50%, 51-75%, Over 75%

xviii. What percentage of your personal

income do you save for future needs?

Less than 25%, 26-50%, 51-75%, Over 75%

ix. What percentage of income you spend on

further education on your filed?

Less than 25%, 26-50%, 51-75%, Over 75%

xx. Specify the courses of further education?

2

2. FAMILY DETAILS

i. No. of rooms in the house inclusive of

living room and kitchen ii. Ownership of house

Owned by family /

On rent

iii. Nature of house roof Asbestos sheets/ Galvanized iron sheets/ Tiles/ Cadjan/any other

iv. Nature of house walls Bricks/ Cement Blocks/ Galvanized sheets/ Warichchi/any other

v. Nature of cooking Gas only/ kerosene only/ fire wood only/ gas & fire wood/ any other

vi. From where you come for work? How far do you travel daily to come for

work? ……………km

vii. What is your mode of

travel for work? Train/bus/motor cycle/motor car/bicycle/train & bus/walk/other

viii. Do you own a vehicle?

(Please specify) …………………………………….

3. INDUSTRY DETAILS

i. Name of Industry

ii. Address

iii. Your present

designation

iv. No. of years of service after training ……. yrs

v. No. of years of service at present working place …….. yrs

vi. Did you have an on the job training at the

present place of work?

Yes /

No

vii. If ’yes’ what was the duration

of on the job training in months? …………..mnts

4. OPEN & FREE DISCUSSION

viii. State three important competencies that you acquired at training institute becoming very useful at present industry

1. 2. 3.

ix. State three other competencies that your employer needs for you to perform your duties efficiently.

1. 2. 3.

x. Is there a mismatch between the skills you have acquired at training institute and what is expected by your present employer?

1. Not at all

2. To little extent

3. To considerable extent

4. To high extent

xi. Do you need to update your knowledge and skills to meet the new demands in industry?

1. Not at all

2. To little extent

3. To considerable extent

4. To high extent

3

xii. List three important modern tools, machinery and equipment at your work place on which you did not have any practice at the training.

1. 2. 3.

xiii. Explain with regards to the three tools, machinery and equipment you have listed, how you overcame the problem of not having a practice to handle them.

1. 2. 3.

xiv. List three important career expectations/ plans you have.

1. 2. 3.

xv. List the subject knowledge & skills to be further developed to achieve your career expectations.

1. 2. 3.

xvi. Given below is a list of likely services provided by the employer at the work place. Please indicate

with a tick your level of satisfaction.

Services supplied by employer Very

Satisfactory

Satisfactory Poor Very Poor

a. Guidance & advice by superiors

b. The working environment

c. Security at work

d. Emoluments

e. Promotional aspects

f. Further training

g. Welfare

h. Any other.

xvii. Please indicate below, considering over all aspects at the work place, your level of job satisfaction.

Level of Job satisfaction Very Satisfactory Satisfactory Poor Very Poor

1

Survey Instrument No. 05

INTERVIEW FORMAT FOR THE EMPLOYER

SECTION 1: Personal Data

Name of Company/Organization

Address

Name of Information Provider (Interviewee)

Contact Tel: Fax: E-mail:

Nature of business

SECTION 2: Employee Data

i. No. of Technically Trained graduates Employed

NAITA DTET VTA NYSC Any other

ii. Indicate below with a tick the fields/trades in which you would like to employ Technically Trained

graduates for future tasks.

Plumber Mason

Carpenter Welder

Electrician Computer Application Assistant

Automobile AC Mechanic Any other (Specify)

Automobile Mechanic

Auto Electrician

Auto Service adviser

Machinist

iii. Do you provide on the job training for technically trained graduates? Yes / No

If ‘Yes’ for how long? ….. Days

Describe briefly the contents of on the job training

Contents: ………………………………………………………. ………………………………………………………. ………………………………………………………. ………………………………………………………. ……………………………………………………….

iv. With your experience assess the percentage of fitness of the technically trained graduates in the

company. (Tick the appropriate)

Level Theory Practice

Less than 25%

26 – 50%

51 – 75%

Over 75%

2

v. Tick below the level of any Level of skills/Knowledge demonstrated by the technically trained

graduate employees in the company.

Level of skills/ Knowledge V. Satisfactory Satisfactory Poor V. poor

a. Theoretical knowledge

b. Practical skills to handle tasks

c. Systematic planning of tasks

d. Use of tools & new technology

e. Confidence to handle tasks independently

f. Social skills

g. Communication skills

h. Level of commitment

i. Work procedure (e.g. following manual instructions)

j. Performance standards and quality of work

Any other (Specify)

vi. Do you find it easy to recruit skilled personnel for the company? Yes / No

Please illustrate with one of your recent efforts for recruitment.

…………………………………………………………………………………………

…………………………………………………………………………………………

vii. List the important messages that you would like to convey to the trainers.

……………………………………………………………………………………………

SECTION 3: Career Path

i. State the nature of employment of the technically trained graduates?

Nature of employment (Pls tick )

Trainee

Casual

Contract

Permanent

Explain how you promote an employee from one level to the next. (E.g. interview, practical test,

experience, performance etc ;)

……………………………………………………………………………….

……………………………………………………………………………….

ii. What existing activities/talents would you like to further develop within the next three years?

………………………………………………………………………………….

…………………………………………………………………………………

3

iii. What new activities/talents would you like to develop within the next three years in the

industry/company? (E.g. Mechatronics, sensors in control systems, ICT)

………………………………………………………………………………….

………………………………………………………………………………….

v. Discuss the competencies that the technically trained graduates should possess for you to

implement the development activities you have mentioned under iii & iv above.

…………………………………………………………………………………

…………………………………………………………………………………

vi. Indicate with a tick the training institute from which you would like to recruit persons for the

industry/company.

NAITA DTET VTA NYSC Any other

Please elaborate on the above decision.

…………………………………………………………………………………………

…………………………………………………………………………………………

THANK YOU !

Name of Interviewer:

…………………………………………………………………..

Date: ………………..

AAnnnneexx 55..00

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iii. Tn wdh;kfha oekg ld¾ñl lafIa;%j,g wod< mqrmaqmdvq ;sfí o @ Tõ / keye

iv. mqrmaqmdvq ;sfí kï my; j.=j iïmQ¾K lrkak¡

jD;a;sh$ lafIa;%fha ku wjYH fiajl ixLHdj

m%Yakdj,s wxl 05

- 2 -

v. Tnf.a w;aoelSï j,g wkqj úúO mqyqKq wdh;kj,ska mqyqKqj ,en oekg Tn wdh;kfha fiajh lrk fiajlhslaj we.hSug ,la lrkak. ^wod< fldgqj, ‘ ’ ,l=K fhoSfuka Tfí úksYaphka igyka lrkak.&

^ H - b;d by<hs $ S - by<hs $ M - idudkHhhs $ L - ÿ¾j,hs&

TC NAITA VTA NYSC

H S M L H S M L H S M L H S M L

a. fiajhg wjYH úIh oekqfï .eUqr

b. fiajhg wjYH m%dfhda.sl l=i,;d

c. wdjqo iy kj ;dlaIKh .ek oekqu

d. iudc l=i,;d, wjYH wdl,am iy yeisÍu

e. lemùfï uÜgu iy wjYH;djhg wkqj yev .eiSu

f. wjYH jefvys .=Kd;aul ;;a;ajh ,nd .ekSfï yelshdj

3. jD;a;Sh u.

i. my; i|yka tla tla moku hgf;A fiajhg fhdojd we;s jD;a;Sh mqyqKq fiajlhska ixLHdj i|yka lrkak.

ii. mqyqKqj ,enQ wh i|yd Tn wdh;kfha Wiia ;k;=re fj; hEfï ie,eiaula ;sfí o@

4. fjk;a lreKq

by; ioyka fkdjQ jD;a;Sh mqyqKq fiajlhska yd iïnkaO fjk;a hula m%ldY lsÍug fjf;d;a lreKdlr

my; ioyka lrkak.

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

oskh : ……………/ / 2008

Tn oelajQ iyfhda.hg ia;+;shs !

moku ixLHdj

wkshï

fldka;%d;a

mqyqKq

ia:Sr

Tõ keye

AAnnnneexx 77..11

LLiisstt ooff TTeecchhnniiccaall TTrraaiinniinngg IInnssttiittuutteess

List of Technical Training Institutes where Focus Group Discussions were conducted

Code Name of TTI

TTI 1 Kandy DTET Technical Training Institute

TTI 2 Kurunegala DTET Technical Training Institute

TTI 3 Kegalle DTET Technical Training Institute

TTI 4 Pathadumbara DTET Technical Training Institute

TTI 5 Anuradhapura DTET Technical Training Institute

TTI 6 Ratnapura DTET Technical Training Institute

TTI 7 Gampaha DTET Technical Training Institute

TTI 8 Homagama DTET Technical Training Institute

TTI 9 Kalutara DTET Technical Training Institute

TTI 10 Kurunegala District Vocational Training Institute

TTI 11 Maharagama National Youth Service Council

TTI 12 Orugodawatta Automobile Engineering Training Institute

TTI 13 Veyangoda District Vocational Training Institute

AAnnnneexx 88..11

NNuummbbeerr ooff NNVVQQ LLeevveell 33 && 44 ssttuuddyy

pprrooggrraammmmeess

Number of NVQ Level 3 & 4 study programmes


A’pura Gampaha Homagama Kandy Kegalle K’gala Ratnapura Kalutara DVTC-

K’gala

AETI-

Orugo:

DVTC-

V’goda

Pathadum

bara

NYSC-

Maharaga

ma

Aluminum Fabricator 0 0 1 1 1 1 0 0 0 0 0 0 0

Auto A/C Mechanic 0 0 0 0 0 1 0 0 0 1 0 0 0

Automobile Electrician 0 0 0 0 1 1 1 0 0 1 0 0 1

Automobile Mechanic 1 1 1 1 1 1 1 1 1 1 1 0 1

Automobile Tinker/Welder 0 0 0 0 0 0 0 0 0 1 0 0 0

Automobile Painter 0 0 0 0 0 0 0 0 0 1 0 0 0

Carpenter 0 1 1 1 1 1 1 0 1 0 1 0 0

Computer Application Assistant 0 1 0 1 0 0 0 1 1 1 0 0 1

Electrician 1 1 1 1 1 0 1 0 1 0 1 1 1

Electronic Technician 1 1 0 1 1 1 1 0 1 0 0 1 1

Farm Machinery Technician 1 0 0 0 0 0 0 0 0 0 0 0 0

Fitter 0 1 1 1 1 1 1 0 0 0 0 0 0

Information and Communication Technology

0 0 0 0 0 0 1 0 0 0 0 0 0

Machinist 1 0 0 0 0 0 1 1 0 1 1 0 1

Mason/ Building Construction 1 0 0 0 0 1 0 0 0 0 0 0 0

Motorcycle Mechanic 0 0 0 0 0 1 0 0 0 0 0 1 0

Plumber 1 1 1 1 1 1 1 0 0 0 0 0 0

Ref & Air Mechanic 1 1 1 1 1 0 1 0 0 0 1 0 1

Welder 1 1 1 1 1 1 1 1 0 0 0 1 1

TOTAL 9 9 9 10 10 11 11 4 5 7 5 4 8

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