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.