impacts of the SIX-YEAR CIDA ( DFA
In June 2008 , the 6-year Canadian International Development Agency ( CIDA , now named Department of Foreign Affairs , Trade and Development , DFATD ) Malawi TEVET Reform Project began the work of building the capacity of the Technical , Entrepreneurial , Vocational Education and Training ( TEVET ) system , specifically the Malawi Polytechnic . Capacity building was accomplished by designing , delivering , and renewing programs , and by developing and training managers and teachers to meet the challenges of poverty reduction and socio-economic growth in Malawi , which is located in southeast Africa . Capacity building in this context was defined as the ability of individuals and institutions to perform functions , solve problems , and set and accomplish goals and objectives . President Vianne Timmons believes this capacity-building goal held the greatest impacts : “ Helping build capacity at the University of Malawi Polytechnic was what I would consider the most significant impact of this project because that will have an important educational and socio-economic impact on the entire country of Malawi for years to come .” In August 2014 , the project came to completion and though many impacts are yet to develop , the project team at this time is able to report many significant impacts , both planned and unanticipated , resulting from and through this project .
Planned Project Impacts : The TEVET system ’ s capacity to plan , manage , renew programs , offer technical teacher training , and engage in applied research has been strengthened . A new strategic plan for the Malawi Polytechnic has been developed and implemented . Sustainability is assured because the Malawi Polytechnic team has already assisted other institutions in developing strategic plans . Programs have been redesigned to ensure relevance , to address issues of access and success , and to prepare technical teachers to train students for employment and self-employment . Also , two new Bachelor ’ s programs were developed . Further , Malawi Polytechnic faculty who received training in outcomes-based curriculum methodology are now assisting other faculties to renew their programs . TEVET managers completed seminars in effective management . Faculty were trained in distance education program development and delivery and a new distance delivery option for the Malawi Certificate in Education was developed . In addition , a graduate degree in technical and vocational education was developed and a second cohort has been recruited . Regarding these impacts , Doris Mtemang ’ omba from Malawi Polytechnic says , “ The project has been an eye-opener to the value of our programs at the Poly and to what more we need to consider in addressing the needs of Malawi . This has been a success through the curriculum review process and the development of a master ’ s program in technical and vocational education . Through the project , we have been able to rethink our teaching practices ... and learn from how our friends in Canada are utilizing current philosophies in teaching and learning .”
Early in the project , gender equity was perceived as critical to socio-economic development , and thus , was included in the project as a cross-cutting theme . With the Forum for African Women Educationalists in Malawi ( FAWEMA )’ s support , the project designed strategies , such as the establishment of Mother Groups , which supported and fostered education for young girls by encouraging them to stay in school and to excel in subjects that provided the basis for scientific and technical training in later years . In addition , the project developed and implemented a Bridging Program for female students who were entering the Polytechnic and provided gendersensitivity training for faculty and staff . Hyder Kazmi , Senior Marketing Advisor , U of R , was glad for the opportunity to participate in reducing the gender gap with his marketing and branding expertise . He says , “ The Malawi project gave me an opportunity to offer my knowledge and expertise in marketing and branding and to help change preconceived notions that parents and students in Malawi have regarding technical education . These notions directly impact enrollment . Through marketing and branding , female students can consider technical education as an option for them .” Doris Mtemang ’ ombe notes , “ The project has influenced girls ’ interests in technical and vocational programs . In the Technical Education department , we have achieved a 50-50 gender balance in-take and retention into our programs and we hope that the marketing skills we acquired through the project will help us to attract more females
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