Interview Conducted by Paul Tartisio at Don Bosco VTC, Wau

Masonry and Brick Laying

This section has 13 first years, 14 second years and 3 instructors, one from Kenya and two Sudanese. The two Sudanese instructors got their training at Don Bosco V.T.C, Khartoum and the Kenyan got his training at Kenyatta Polytechnic, Kenya. All the 3 have a collaborative understanding despite the language barriers of English and Arabic. The Sudanese instructors finished their vocational studies all in Arabic; meanwhile the Kenyan was trained in English.

Interviewing the instructor, Mr. Joseph Mwaniki, Class: First and Second Year students, Section: Masonry and Brick laying
Date: 8th-11-2008
Time: 11:00 – 11:45am

Question: Explain briefly, the relationship between you as an instructor and students, your method of teaching and how you ensure learning takes place among the students?

Relationship

I am Joseph Mwaniki, head of the department, masonry and brick laying.
As an instructor, I am a father, a brother, a friend, a leader and above all a servant to all the students. Students should not see an instructor as a bodyguard that follows every mistake that he or she does. As a father, I advice student as my son or daughter, as a brother and friend to them I create a point of trust, being a leader I guide them through the destitute of darkness to light and as a servant, I dedicate myself to impart a sound knowledge and make them responsible of their own learning process.

Method of teaching

I usually have theory class every Monday, Tuesday and Wednesday in the morning hours and practical from 11:00 am to 3:30 pm), everyday.
I used English to write the notes but explanation take place in Arabic.
Before we start a new topic, I revise with students the previous topics, asked them questions in Arabic. The students get bore during the theory class due to the language (English) use but when I use Arabic to explain they become active in asking questions and clarifications. The time allocated for theory also is too long, about 2 hours and half, there is a need to break it. Actually, language is the biggest problem for many students giving up their studies both in the V.T.Cs and even general education. They are used to Arabic and many received their basic education in Arabic. Since, English has become the national language in Southern Sudan; it is like a paradigm shift for many students.
In short, the crucial point that needs to be taken into consideration is language both for instructors and students, because using a familiar language involve learning.

Learning process

The first year training begins with two months of basic courses i.e. preparatory courses such as
• Workshop safety is explaining to the students the importance of putting on some safety materials during the workshop practice. The safety materials are like, helmet, gloves, shoes and overall dress.
• Languages such as English which is compulsory and official language to be use in Southern Sudan, Arabic as second language, which is also important and prefer by many students than English. Books are still in Arabic not yet translated into English, some in Italian.
• Technical education is informing the students the importance of having vocational skills in the local market or industry today. They have to be responsible for their learning in the vocational training. They are also taught the crucial points when they will be distributed in the local industries for entrepreneurship.

Practical

The syllabus taught in the first year had the general introduction to building and construction, where the students are shown the different types of bricks use in construction, type clay/mud, cements, and gravel for concreting in the workshop practice.
They are taught drafting walls (designing the building), ground preparation, foundation, concreting (floor and plastering), scaffolding, boundary walls, technical designs and working drawing.
The students are given opportunities individually during the workshop practice to manifest his or her talents and skills by constructing a concrete wall and floor. To ensure that learning is taking place the instructor will divide students in groups (4 in each group) to construct a scaffolding for one month. They have to work as a group, learn and enrich each other’s knowledge. Constructing this building is of important because then an instructor will know where to improve his method of teaching and guiding.

Observation

The student demonstrate learning process when they are in group because they learn from each other in terms of punctuality, cleanliness and asking clarifications and questions from each other when something is not clear.
The students work as a team, some mixing clay/mud, others putting bricks along the foundation, others make sure there is enough water both for mixing the clay/mud and drinking, first aid personnel, to mention few.
The presentation of the work was in group and one person or leader presenting the difficulties and challenges they face during construction. For instance, the materials they lack such as gloves, mesterina, and spat. The cooperation among them was not up to date but despite the pros and cons, they have learned working together as a team, taking care of each other in terms of first aid.
Finally the instructor gives the general observation and remarks for improvement.

Reflection

In my mind, the common reason for drop out is the school fees which the students cannot afford to pay. The amount to be paid is 120 Sudanese pounds which is equivalent to $ 60.
The major reason however, for leaving the school is language. The majority leaving the school are IDPs (Internally Displace People) because the education they received mostly in Khartoum was in Arabic.
As far as I understand the learning process will not take place at all with students if the language use is not familiar to them.
To me, the note given in English and explanation in Arabic is not the best way to ensure learning process.
In short, the students may acquire skills but the knowledge of this skill may be difficult to impart to others.

Dialogue with Edward Kiura (DBVTC, instructor)

Auto-mechanic Workshop Practice

The students of auto-mechanics are 18 in number. Mr. Edward Kiura, a Kenyan instructor, received his training in auto-mechanic at Don Bosco Vocational Training Center, Kakuma, Kenya.
Dialogue with Edward Kiura (Instructor)
According to him, the students used to work individually during the workshop practice (after theory class) but there was no learning taking place. He was the center of learning process. However, he thought of changing the system from individual learning to group learning of 3 to 4 during the workshop practice. He moves around checking how learning is taking place among the students and the learning is improving despite the modern machines and books.
The reason for changing the system from individual workshop practice to group is because learning is not really taking place as an individual. The students ask for his help always and not asking the fellow student. Therefore, the learning process was instructor’s centered rather than student or group learning. However, he thought it better to be in group because some students are brighter than others and they can help the slow learners.

Although the language is a barrier both for him and students, it is a learning process. He is learning from students in terms of language, culture and imparting his vocational skills to the students for their future endeavors and self-employment.

Observation in the Classroom.

This picture illustrates the classroom ambient of 2nd year student, attending Engineering drawing class. The instructor, Mr. Zachariah is in charge of this group of students. They were 53 students during the first year but now they are 20.
According to the instructor, the high drop was cause by the issue of school fees. Most of the students did not afford to pay the 120 Sudanese Pounds (about $ 60/=).

Another reason for dropout was language barrier. The local government and ministry of education, science and technology issue the degree that English is the official language to be use in all the schools. However, most of the students are IDPs (internally display people) and the language mostly use now and then is Arabic. It is a big blow for many students and with that young people look for job opportunities around and young ladies get married at their young age.

In reality, the classroom situation as describe is teacher center. Students are not participating in any way. The teacher/instructor writes in English and lecture or explains in Arabic. It is a real confusion for students to grasp the concept by themselves unless the teacher is around.

I had opportunity to speak with one student. Mr. James Lual is 27 years old with little background of Auto-mechanic. He work with his elder brother back home in the local industry. However, he opted to up grade his vocational skills in auto-mechanic by attending a two year program in the DBVTC. He explained that being in the classroom attending lectures is of no use both to him and other students because the language in the classroom is English, books are all in Italian and translated in English.

The instructors all have Arabic background with little experience of English. According to the government the official language to be use in schools is English but we lack teachers with knowledge of English. Most of the instructor got their training in Arabic, so the teachers too need to be train in order to impart the knowledge he had to the students. To him, actually, without the help of the instructor he cannot read or use the notes to implement it in the workshop practice.

They had entrepreneurship for three months with local industries around and workshop practice was appreciative. The difficult moment they always encounter was the integration of the theory into practice.

Research Carried by Paul Tartisio K. at Don Bosco V.T.C Wau

This is the school emblem
Meeting with Don Bosco V.T.C Wau Principal (6th-11- 08, 9:00am)

Don Bosco Vocational Training Center (DBVTC) is a technical school run by the Salesians of Don Bosco, a religious congregation in the Catholic Church. It was founded and had the first batch of students in 2001. Initially the sole aim of the center was to cater to the educational needs of the increasing number of dropouts from the general education and those unable to continue with their academic career due to financial crisis in the family and the region of Wau.
However, currently in addition to such non formal courses, DBVTC runs regular courses for those finished primary education. DBVTC through technical education offers the following trades in the center.

• Masonry and brick laying for 2 years and 1 year for non formal
• Carpentry and wood join for 2 years and 1 year for non formal
• Auto-mechanics for 2 years and 1 year for non formal
• Welding and mental work for 2 years and 1 year for non formal
• General electrical for 2 years and 1 year for non formal
• Printing technology for 2 years and 1 year for non formal
• Computer technology for 1 year and 3 months

The aim of the institute is to impart a sound technical education and developing human resources, helping the students learning professional skills through modern educational standards, machineries and tools.

The institute encourages the student participation in school activities by means of organization, house system, clubs which aims at fostering the genuine interests of the students in the sphere of intellectual, culture, social and other extra curricular activities for the complete formation of the student.




The training period at the DBVTC is 2 years as indicated before. The scholastic year starts in the 1st week of March and ends in the last week of December. The students have two months of ‘basic training’ with the exception of computer (secretarial) and printing courses before the two year starts. The basic training consists of:
• Workshop safety
• Workshop calculation
• Engineering drawing
• Basics of technical education
• Supporting languages, English being the language in use.
The basic training during the cause of 3 month is to familiarize the students with the concept of technical studies both in the classroom and later in the workshop.

Plumbing Department

The plumbing section at the M.T.C actually started last year with 14 students and 2 instructors and the program was 3 months training, all graduated. The second group have13 students, 3 drop out leaving 10 continuing. The reason for drop out was that the 3 students were actually committed out side with their local industry. It was a repetition for them to attend classes and even practical work, the only solution for their problem was to give-up. They were like earning money enough to sustain them, so it was not helpful for them being in the school.

Conducting a conversation with Okenyi Clement, a man with 20 years of vocational experience, obtained his training in Germany explain to me his experience and challenges. The students who gave-up during the last 2 months were not actually feeling comfortable with the lesson conducted. The books used were very advance and not fitting their local needs and the best way to skip it is by giving up one’s studies. He says that, JICA, the supporting NGO at the center in reality is doing less in terms of training teachers and students in accordance with local needs. That is why, most students, including instructors are running away from their job. Bringing new models of books, machines during the last 3 years cause a lot of harm both for instructors and students living their job and studies. The teacher is send for 2 to 3 weeks or a month for training and that is enough which is actually giving more harm than good. The plumbing section actually at the center is going to be close next semester if no students turn up. Surprisingly, the only student remaining at the plumbing section is portrayed on the picture. There is a lot to be done in this section and this is a reality which is a challenge personal because even the qualified teacher did not want to join in this section but rather opt for masonry/building.

More still to come from other states where I am going for research in fews days.

Paul Tartisio K.

Building Department

There are about 3 instructors and 12 students and 2 drop out. The 2 who gave up after three month of being in the school were working in some organizations.

In conversation with Mrs. Sara Mary, the student at the building section, age of 34 told me her story of joining the building section. She is working with the ADRA organization with the background of tailoring. When she was recruited by this NGO, she thought of up-grading her course but then she was having a plan to build her own house. She asked the project manager to allow her to take the course in building section so that she can have some skills in building. That will allow her to build her own house without spending much on the workers and she was granted the scholarship to join M.T.C. It was amazing listening to that old woman with a firm attitude towards achieving her goals/skills in building.


Reflections
In my mind, building section is ignored by many students even during the recruitment. Most of them desire to join carpentry, electrical or auto-mechanic but building is second hand option. The concept most of the student have on building is that a person will always be dirty/muddy. The attitude towards this section has to be conscientize to many students not to take it as second hand option but acquiring knowledge and skills is crucial. It is not a matter of competition but knowledge and skills for the development of the nation and man power with skills in different vocational skills.

Electrical Department (M.T.C)

Electrical section
There are about 14 students in this section and among them is one lady. Actually Mr. Lagu Joseph one of the instructors of electrical department admired the effort of the students especially their group work and the initiatives and skillful talents they are sharing with each other is encouraging to him.

Reflection
The purpose of putting them in group is to learn together and share their knowledge and skills. One of the students called Santo told me, ‘when I do my work a lone I make a lot of mistakes and it is not easy to correct them but since we started working in groups I learn from the other and improve our learning (skills) and easy to correct our mistakes.

Actually among the students as I observe them, there was a point of dialogue among them. When they make a mistake all have to stop working (wiring), correct the mistake and proceed ahead without the help of the teacher and they do manage.

Multi-service Training Center (M.T.C) Southern Sudan Juba

The center was established in 1973. Many students graduated from the center since then until the war broke up in 1982. The center was closed due to the war in Southern Sudan until recently when JICA (Japan International Cooperation Agency) supported the center to start. The center started offering short courses of 3 to 6 months with six trades running i.e. carpentry, plumbing, auto-mechanic, electricity, building and welding. Since last year then the center has change the program from three or six months to one year with added trades that happen to be secretariat, general mechanic and refrigerator and air conditioning. The center recruit all the students from Southern Sudan States and the police for acceptance is pass of Sudan school certificate. JICA is still supporting the one year program while the government is paying the instructors.

The center still lack qualify instructor to teach due to few qualifying instructors in different fields of vocational education. There are no vocational institutes in Southern Sudan for instructors to up-grade their vocational skills. However, few are only send to neighboring countries such as Uganda and Kenya for training of three to six months, which is not enough.

Reflections

In reality, Southern Sudan as a whole is lacking vocational institutes for training instructors in different vocational fields. The curriculum used is not so relevant with the needs of the community. Actually it becomes difficult for most instructors to cope up with new methods of teaching. We need to make a paradigm shift in the way we teach i.e. teachers centered to students centered. Dialogue should be the key of our teaching methodology. Cooperation with students, trusting him/her is one way we can part knowledge.

By Paul Tartisio Kneyi

Together we build a better nation (Stay awake with me).

Multi-service Training Center Rearch Findings (Carpentry)

Carpentry
The section had 14 students and 3 instructors, 3 students gave-up and 11 are present. The reason for the 3 drop out, they were asked by the school administration to remain in their places of work (since they were working) due to punctuality issue.

Observation
In my mind, the students of the carpentry were hard working group. They were in groups for practical work for 2 hours. In this two hours each of the group are to prepare a cardboard to keep cups. Although they really work hard as a group trying to manifest their vocational skills and knowledge, the following were not taken into consideration:
• Tools were not enough.
• Students were not putting on globes or shoes safety.
• Nothing was cover on their nostrils.
• Teacher was busy chatting with his colleagues.

I was console by the effort of the students were sharing tools. Despite the shortage of the tools, the groups were able to finish their work on time. To me, it was amazing that they are actually learning from each by sharing tools and skills because they were correcting other groups with less participation of the some members.

In my mind, the important point of learning during this process was punctuality. They were able to put effort together and finish their job on time although some were late. That for me is learning and acquiring vocational skills and knowledge.

I had an opportunity of sharing some vocational experiences and thoughts with an instructor called John Ojara. Sometimes most teachers in the center really don’t feel comfortable to teach due to their vocational qualification. They feel shallow with their vocational skills or experiences because sometimes the students ask question and an instructor is an able to answer not that he does not know but less qualify.




They were not given chance to up-grade their vocational skills both in universities and other higher vocational institutes in Khartoum due to the mentality that V.T.Cs are for those who can grasp beyond the workshop. Actually for him, JICA is doing less in up-grading the teachers and bringing more machines some of which instructors do not know how to operate them.

Reflection
In my mind, JICA is actually focusing more on equipping the workshops with machines and less on training the teachers. To me sending an instructor for 2 weeks, 3 months or even 6 months is not a training that can up-grade the vocational qualification but rather for learning language.

In reality, they are send to be train on how to make lesson plan, teaching methodologies and other subjects that concern the teacher only and I wonder what happen with student. Sometimes instructors are send to Uganda (Nakawa Institute) for training and the training there does not manifest what is in reality back in Southern Sudan. Hence, it becomes monotonous for many teachers. The system of training teachers needs to be change and make it to be two or three years instead of two or three months.

By Paul Tartisio Kenyi

Thinking Globally and Acting Locally

Thinking Globally and Acting Locally

In economics we speak of North and South or sometimes we talk of first world and third world. More recently, the terms begin to change and so we speak of developed world, developing world and underdeveloped world. In my world view, the geographical extent of North and South in economics terms really does not vary greatly.

My Experience in Southern Sudan and particularly Wau, have an impact of my understanding of development. I tent to think that foreign aid to most African countries are making most people lazy both mentally and physically. People do not think beyond the scope of receiving from the Western world, therefore, the skilled men and women tent to forget their natural skills. The local people are dependent on the foreign aid and so the concept going to the farm for instance and cultivate becomes useless since the donors are providing food, health care every two of three months.

In Rumbek one of the ten states of Southern Sudan had shortage of food in 2005. I remember when UNICEF agency introduce the idea of cultivating a huge farm of maze, so that every year WFP can stop sponsoring maze but rather oil and other necessary items. The aim of the project was to introduce every year new method of cultivating other crops and in doing so making people develop the state not only in agricultural aspect but also training nurses to take care of the hospitals instead of Red Cross Danish. Surprisingly the indigenous did not turn up in a good number, only Ugandans, Kenyans and Congolese and few Sudanese (local people of the area).

To me, it was not a shock t because the aid they are receiving from the foreign NGOs, made most of the people dependent on that. However, it sounds funny to many when the concept of cultivation was introduced. Many people, mostly in the local community question, why they need agricultural farms when WFP is providing wheat, maze, oil and UNICEF providing health care, school items. However, the few Sudanese who participated during the development of agricultural project got retired, foreigners left and the result of the project was wipe away. Until today, the land is still free and fertile.

I am not advocating that foreign aid to most African countries particularly Southern Sudan is a disease, it is good and backing up the development of many countries but if it is not handle well, then the foreign aid will be doing more harm than good. We need to be rooted in our local skills such as farming methods, using holes but now since we have tractors as a global recognize hole, then we use it locally. Growing acacia trees locally can bring investment both in the local community and the state.

My idea of development is not top-down conception but down-top development. We are able to use the available tools we have in the community and develop the skills step by step. Taking a leap and always forward in every stage educational development is the concept of economical growth in my mind. We start off with what we have and integrating it with the foreign aid we received will help us develop our country, local state and the local community.

Yes, we need development and yet the idea may not see the light if we do not integrate our global skills in the local community or society. We need to open the windows of our mind and it will help us think globally. For instance, I eat pizza well decorated with meat, chicken and so on, which is global; on the other hand I can prepare similar type of pizza, locally made with some coconuts, vegetables and can be tasty. This is the idea of thinking globally and acting locally and not always depending on the foreign aid. The idea is not forgoing the concept of foreign aid but integrating it with what we already have will be fruitful.
By Paul Tartisio Kenyi/Akershus University College,

Education as the kernel concept for development

Education as the kernel concept for development

In my mind, education is the basis for the economic, political and social development. Investment in education is always associated with successful economic and human resource development. Hence, it is always linked to a better income and productivity and improvement of life standard. For example, if the government invests in educating women in programs like, women promotion, life skills then the concept of gender may not be question but if we considered women always as subservient of men and categorize them as mothers and family care takers then the development of the stat in terms of education and gender issue will always raise concern.

Actually, to me, education is one the key idea for development and minimizing the foreign aid that is making most of the African countries, corrupt. The upgrade of the literacy skills that most Sudanese has can help the country to develop. Providing workers/craftsman in the country with technical knowledge related to their occupations or field of specialization can improve the quality and quantity of their production as well as development local communities. Developing a positive attitude towards the targeted group, for instance, women promotion, teacher education to mention few can enable them to be productive citizens.
By Paul Tartisio Kenyi

In Bergen

This is one of the historical buildings in Bergen which had being renovated. It is located near the hotel where we sleep then.

Norway in Nutshell

This is the river we used on our way to Bergen by ship.

Journey to Bergen

This is the train taking us to Bergen via Voss.

Experience with Don Bosco V.T.C

In the meeting with the staff, prior to the opening of academic year, I invited each of them to be accountable for his/her individual actions and learning. By doing that we are all learning to improve our vocational skills in one way or the other. We will evaluate our work practice every six months to have a room for improvement at the individual level.
The aim of working together and be accountable towards our own actions and values is one way of obtaining new knowledge and skills. It is my intention to improve my personal way of thinking in the light of daily self evaluation. To try that out whether it is in line with what I am aiming at, I involved my self in training the young adults in life skills every evening at the V.T.C campus.

D.B VTC, Tonj Compound

Don Bosco, Tonj football field for the students of the VTC as well as Primary school. You can just imagine how beautiful is the place. It is under the huge mango trees. In the area where the mnago trees are, there is a dispensary, life skills center, women promotion center. It is all run by the Don Bosco personel. I hope to display more photos when I am down there in two weeks time.

Don Bosco Tonj, VTC Auto-mechanic

Mr. Jim from the United State of America (volunteer) training Mr. Deng how to fix a tire. Deng is 28 years old. His aim of joining Auto-mechanics was to have skills, so that he can be able to work in some of the garage around Tonj or Wau.

Learning from Experience

Working with Norwegian Refugees Council for one year and some months, I had an experience of telling people always what they should do to improve their way of working or practice. For eight months telling the workers what they should do and what they shouldn’t was deteriorating the learning process in the work place. It has become a routine for many workers; hence there was no learning or obtaining skills taking place. At the end of one year, the manager of the project realize a need for changing the system from top-down to down-top to improve the system of telling others what to do, into personal improvement of practice.
My world view of telling people what to do start to change and the question that I asked my self was how I can improve my personal way of work practice in order to influence others for the better development of their skills and knowledge. Based on that I started following the idea of improving my practice, seeing how it goes and continually checking whether it is in line with what I want to happen.

Data Collection in Southern Sudan, with Special Reference to Vocational Training Centers and Local industries

During one of my journeys between Arusha (Tanzania) and Nairobi, I had sat next to a young couple from Australia as my companions in the bus. The couple is conducting seminars on Empowering youth/adults on life skills (East African Countries, Kenya, Uganda, Rwanda and Tanzania). During our long conversation at one point, I asked them for curiosity, how Australia is able to fare well in terms of education, and most of all doing research in vocational fields and equipping other neighboring countries with research methodologies. Furthermore I asked them, the methodologies they normally used when doing research or conducting the seminars with participants. The couple responded that involvement of the indigenous of the area where the research is conducted is the key to develop new knowledge and skills, which a researcher may not have been in picture. They said, when they start conducting seminar in all these countries, they invite people of the area to speak out of what they really need for the local area to prosper in development, because when they give their views, the researcher will be equip with the realistic picture of the local needs. The young couple continued to explain to me on how they also encountered problems doing their researched sometime back, because they used to decide for the people and tell them what to do and how to do it. As researchers, they said, doing data collection in the field of research (with people of the area) does not mean he/she is there to tell the participants what they should do and how to do it but rather as an active participant among them, on the other hand he/she should not get loss in the crowd forgetting the purpose of his/her being among them.

Data Collection in Southern Sudan, with Special Reference to Vocational Training Centers and Local industries

During one of my journeys between Arusha (Tanzania) and Nairobi, I had sat next to a young couple from Australia as my companions in the bus. The couple is conducting seminars on Empowering youth/adults on life skills (East African Countries, Kenya, Uganda, Rwanda and Tanzania). During our long conversation at one point, I asked them for curiosity, how Australia is able to fare well in terms of education, and most of all doing research in vocational fields and equipping other neighboring countries with research methodologies. Furthermore I asked them, the methodologies they normally used when doing research or conducting the seminars with participants. The couple responded that involvement of the indigenous of the area where the research is conducted is the key to develop new knowledge and skills, which a researcher may not have been in picture. They said, when they start conducting seminar in all these countries, they invite people of the area to speak out of what they really need for the local area to prosper in development, because when they give their views, the researcher will be equip with the realistic picture of the local needs. The young couple continued to explain to me on how they also encountered problems doing their researched sometime back, because they used to decide for the people and tell them what to do and how to do it. As researchers, they said, doing data collection in the field of research (with people of the area) does not mean he/she is there to tell the participants what they should do and how to do it but rather as an active participant among them, on the other hand he/she should not get loss in the crowd forgetting the purpose of his/her being among them.

Learning from Experience

Working with Norwegian Refugees Council for one year and some months, I had an experience of telling people always what they should do to improve their way of working or practice. For eight months telling the workers what they should do and what they shouldn’t was deteriorating the learning process in the work place. It has become a routine for many workers; hence there was no learning or obtaining skills taking place. At the end of one year, the manager of the project realize a need for changing the system from top-down to down-top to improve the system of telling others what to do, into personal improvement of practice.
My world view of telling people what to do start to change and the question that I asked my self was how I can improve my personal way of work practice in order to influence others for the better development of their skills and knowledge. Based on that I started following the idea of improving my practice, seeing how it goes and continually checking whether it is in line with what I want to happen.

Action for improvement

In my mind, taking action to improve my work practice was the key to obtain new knowledge and skills. The method I use was evaluating the out come of my actions on the daily basis, modify the short comings/problems, ideas and actions in the light of my evaluations. By then my contract with NRC (Norwegian Refugees Council) ended. I apply for another job with Don Bosco Vocational Training center and I was accepted as technical coordinator.

Experience with Don Bosco V.T.C

In the meeting with the staff, prior to the opening of academic year, I invited each of them to be accountable for his/her individual actions and learning. By doing that we are all learning to improve our vocational skills in one way or the other. We will evaluate our work practice every six months to have a room for improvement at the individual level.
The aim of working together and be accountable towards our own actions and values is one way of obtaining new knowledge and skills. It is my intention to improve my personal way of thinking in the light of daily self evaluation. To try that out whether it is in line with what I am aiming at, I involved my self in training the young adults in life skills every evening at the V.T.C campus.

Participatory involvement

In the last two or three years working with Don Bosco V.T.C, I have been personally involved, with a group of peers-ministry youth group, based in Wau, building life skills among young people and adults of the area. The surprise that I encountered is the amount of information that they already have, for instance, the basic facts about HIV/AIDS.
The challenge that I took as a facilitator of the program was reading some concepts about the disease. To examine what I have read, I involve some young adults in some private conversation and I learnt from them new knowledge of how to be faithful and committed to your partner, use of condom, going for test prior to marriage.
To me the understanding I got help out in animating the group in a more reliable participation.

Participatory Action research in the V.T.Cs and Local industries

To build a community of people with knowledge and skills for sustainable development, a researcher need to use participatory action research. Involving people of the V.T.C, local industries and the local community may give more light to the validity of data collected.
My understanding of V.T.C, local community and industries in Wau is not new. People do have some knowledge about the concept of vocational training; they are equip with skills of different areas in vocational practice/fields. However, dialogue with them is of help to generate new knowledge and skills as well as for developing curriculum for VET.
As a practitioner, I need to think of my practice first prior to others, whether what I believe in is helping me develop my vocational skills and knowledge. Stating my learning from experience and making it clear to the participants to how I know what I am doing, and it is helping me developing new skills and knowledge then that probably will influence their experiences in different fields of vocational skills and knowledge.

For instance, I want to become a football player. I need some knowledge about the positions in the field, about the rules and regulations, to mention few. But then I may know all these but has not entered the field. So, then I need skill too; how to trap, how to dodge and how to pass ball. These skills are learnt by repetition, physical practice and eventually make neurological change in my brain. Now to go through this tedious process, one need motivation; why do I want to be a football player? Will I benefit from being a football player? If an individual is motivated to do something, I think the concept of self evaluation is important. At least by evaluating my practices as a football player I may know to what extend is my skills and knowledge as a football player is influencing others. I need to be self reflective, to have a daily assessment whether the goals I set is working in line with what I intent. The idea depends on how you as an individual is able to think and evaluate your way of life. I am convinced that knowledge alone does not bring sustainable development, although the depths of it influence an individual and others. I do need skills on how to combat the situation and put into practice what I do know.

Methodology

I am going to meet different people during my data collection in Southern Sudan particularly Bahr El-Ghazal State, Wau. I am to meet instructors, students, V.T.Cs and people working in the local industries. If necessary the Governor of the state (Wau) plus Minister of Education Science and technology in the local government.
My past experiences indicates to me that, there is a need for me to think of my actions, evaluate them on the daily bases and keep on improving and developing new knowledge and skills as I meet group.

Instructors

I may have a dialogue with head of the departments, introducing myself at the personal level as well as a researcher. I may also ask him to introduce himself, educational background, vocational education and skills he is equip with. I may interview him or her with some questions in order for instructor to reflect and generate information relevant for curriculum development.

Students

I may first introduce myself to them in general and then have them in groups for some sharing, about their families, educational background. I may ask them to discuss about something of great concern that is needed to address at the vocational level. I may help them out to prioritize their needs and the development of that. I may use some videos, interviews, camera without forgetting the log.

Workers at the local industry

Mostly, I may use video, camera and interviews. Asking them their experiences at the local industry, the differences between working at local industry and being in the vocational training center. What is mostly use by people of the area like steel chairs, beds to mention few.

Governor and Minister of Education at the local state

It is not of great important that I should meet the local government personnel. However, having their participation in this process of creating a curriculum for VET is needed. Their contribution may be of help for this program as well as building the nations craftsman knowledge and skills.

Conclusion

As I reflect upon the data collection at V.T.Cs and local industries in Southern Sudan for the development of curriculum, I thought of the following questions as guide for my foot steps.
How do I gather data to show the situation as it is?
How do I gather data to show the situation as it develops?
How do I generate evidence from the data collected?
How do I show that the data collected is influencing my learning/practice?
How do I modify my ideas and practices in light of my daily evaluation?
By Paul Tartisio Kenyi

Action for improvement

In my mind, taking action to improve my work practice was the key to obtain new knowledge and skills. The method I use was evaluating the out come of my actions on the daily basis, modify the short comings/problems, ideas and actions in the light of my evaluations. By then my contract with NRC (Norwegian Refugees Council) ended. I apply for another job with Don Bosco Vocational Training center and I was accepted as technical coordinator.

Visit to Oslo