Volume 5, Issue 2, 2000
Table of Contents
Economic Development
Real Training Solutions for Real Economies
By Pat Salt
Coordinator, Special Projects
Learning Quality Centre
Bow Valley College
Bow Valley College is in the fourth year of a Canadian College
Partnership Project with Mupfure Self-Help College in Chegutu, Zimbabwe. The focus of the
partnership is to better prepare Zimbabweans for the economic realities - high
unemployment in the formal sector and strong dependence on self or informal sector
employment - of sub-Saharan Africa. The initial challenge was to develop a vocational
training strategy responsive to the demands of both sectors, especially
the latter. What emerged was the Linkage Model – a training delivery approach
integrating entrepreneurial skills and workplace essential skills such as work-related
reading, writing, document literacy and numeracy with employability skills such as time
management, teamwork and accountability. The Linkage Model is the product of a unique
cooperation amongst donors at the "ground level" – the Canadian
International Development Agency, the Irish Agency for Personnel Services Overseas (APSO)
and the Agency for German Technical Cooperation (GTZ) – and a flexible, visionary
Mupfure staff.
How does the Linkage Model work?
Instead of viewing entrepreneurship as business studies, the
Linkage Model defines it as a state of mind - an attitude, a way of interfacing with the
world in a creative, flexible and resourceful manner. In other words, entrepreneurship is
critical thinking, innovative problem-solving and effective decision-making. If these
skills are to be developed, they must be an integral part of all
training. The Linkage Model ensures this by:
 | delivering technical training through a design-oriented,
project-based approach. Learners acquire technical competencies by making products for
actual customers and identified market niches. This forces students to perform in a
customer-driven environment, one characterized by the problems and demands of a real
marketplace.
|
| employing a five-phase problem-solving approach for each
project. Learners must identify the problem (what the client requires), design a range of
possible solutions, select and implement the best alternative, and assess the outcome
based on an initial clear statement of need (a design brief).
|
| addressing business and workplace essential skills on an
as-needed and as-appropriate basis throughout all projects.
|
| encouraging learners to see themselves as small business
owners. Each learner creates a business name and identity, compiles a marketing portfolio,
develops a resource file, costs and prices projects, maintains a production log and
applies quality control measures to all outputs.
|
Not everyone has the inclination or the desire to become an
entrepreneur. Based on the premise that a good entrepreneur is both a good manager and a
good employee, the Linkage Model has also been designed to benefit those seeking jobs in
the more formal environment. The emphasis on problem-solving, decision-making and critical
thinking ensures that learners are equipped to excel in a traditional employment
situation. In addition, if self-employment becomes an option, the learner has the skills
and business fundamentals to proceed.
What about sustainability?
The Linkage Model advocates the establishment of a
Department-Run Business (DRB) to ensure long-term sustainability of training programs.
With their revenues returning to the host department, these on-site, in-College
enterprises provide learners with the opportunity to observe a small business in action,
participate directly and apply what they have learned in a different context.
What about the currency of
curriculum?
To ensure that skills addressed via the Linkage Model are
relevant to the demands of the economy, Bow Valley College has formally partnered with the
Zimbabwean Occupational Standards Services (ZOSS). Sponsored by the Government of
Zimbabwe, the National Manpower Advisory Council and GTZ, ZOSS is steered by a
multi-sectoral committee involving business, labour, government and education and tasked
with developing and implementing a national framework of occupational standards based on
industry input. As such, the key players in economic development are all represented and
collaborating to ensure that human resource development is complementary to economic
expansion. Bow Valley’s partnership with ZOSS has resulted in a co-funding
arrangement with GTZ and the opportunity for the College to collaborate with GTZ in
several of their project areas.
What next?
Feedback from the pilot projects at Mupfure College has been
extremely positive. The Zimbabwean Government is considering the Linkage Model as a
prototype training model for its planned Vocational Training Centres. The Model produces
independent, dynamic and creative workers. The integrated business components show
learners the realities of industry without compromising technical skill development. In
fact, the project-based design methodology actually fosters greater technical proficiency
than the traditional method of instruction previously in place at Mupfure.
Through Bow Valley College’s newly formed partnership with
ZOSS, the Linkage Model will be marketed to countries across Africa. As Ranga Chigodo, an
instructor at Mupfure says, "African countries must produce
learners who are versatile and multi-skilled – able to adapt and adjust. The Linkage
Model allows for this."
Learner Feedback
"When you use the design process,
you end up with a good product."
"Teaching business skills in
woodworking makes you a better entrepreneur…it’s like we were business
people."
"I need to know costs. It’s
very important to understand overhead, profits and material costs."
"I was shocked to see my cabinet
finished. I didn’t know it was me who could make that product and I was proud of
myself."
"It makes me feel good to see that I
can do what men do."
