102565 MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR RWANDA Dr. Anthony Finn · David Baxter · Murat Onur JANUARY 2014 2014 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 www.tdrp.net www.worldbank.org The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the Executive Directors of the International Bank for Reconstruction and Development/The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denomina- tions, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Cover Design and Text Layout: Duina Reyes Table of Contents Acronyms....................................................................................................... 1 Executive Summary........................................................................................ 3 I. Introduction................................................................................................ 6 1.1 Vocational Training in DDR Programs............................................................................................ 6 1.2 Lessons Learned from Past Experiences........................................................................................ 7 1.3 Country Context............................................................................................................................ 9 1.4 Reintegration in RDRP ................................................................................................................. 9 1.5 Vocational Training in RDRP ....................................................................................................... 10 2. Purpose of the Study................................................................................. 12 3. Research Methodology.............................................................................. 14 3.1 Document and literature review................................................................................................. 14 3.2 Mixed-Method Survey of Ex-Combatants.................................................................................... 14 3.3 Semi-Structured Interviews with Key Stakeholders..................................................................... 14 4. Vocational Training Core Indicators and Outcomes..................................... 15 4.1 Skills Training............................................................................................................................. 15 4.2 Social Capital.............................................................................................................................. 18 5. Factors that Affected Vocational Training Outcomes.................................... 20 5.1 Design Factors............................................................................................................................ 20 Selection of beneficiaries...................................................................................................................20 Orientation........................................................................................................................................21 Partnering with existing training institutions ...................................................................................21 Harmonized curriculum and nationally-recognized certification......................................................22 Entrepreneur and basic business skills training ...............................................................................22 Provision of start-up tools and supplies ...........................................................................................23 5.2 External factors .......................................................................................................................... 23 Peace and community acceptance ...................................................................................................24 Profile characteristics of ex-combatants ............................................................................................25 Economic stability..............................................................................................................................26 Mainstreaming vocational training ..................................................................................................27 MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR c 6. Conclusion................................................................................................ 28 6.1 Collateral training outcomes....................................................................................................... 28 Self-confidence and perspective .......................................................................................................28 Self-Reliance......................................................................................................................................29 Skills use and sector-shifting.............................................................................................................29 Other Social Capital...........................................................................................................................30 6.2 Factors that result in success in DDR vocational training............................................................. 30 Building capacity of local institutions................................................................................................30 Labor market analysis........................................................................................................................30 Literacy and numeracy training.........................................................................................................31 Orientation........................................................................................................................................31 Economic support to vocational training beneficiaries and their families.........................................31 Provision of ‘Start-up Toolkits’............................................................................................................31 Post-training follow-up......................................................................................................................31 Peace, Economic growth and stability ..............................................................................................31 Profile characteristics of beneficiaries ...............................................................................................32 Community acceptance.....................................................................................................................32 Appendixes.................................................................................................. 33 Appendix 1 - Survey Tools .............................................................................................................. 33 Appendix 2 – Semi-structured Interview Tools................................................................................. 60 Appendix 3 – Analysis of Survey Results.......................................................................................... 64 Appendix 4 – Tables: Cross-tabulation by Sample Group Administration........................................ 70 References.................................................................................................. 117 d Acronyms AG Armed Group AIDS Acquired Immune Deficiency Syndrome BSK Basic Needs Kit CAFF Children Associated with Fighting Forces CBO Community-Based Organization DDR Disarmament, Demobilization and Reintegration DDRR Disarmament, Demobilization, Reinsertion and Reintegration DRC Democratic Republic of the Congo FAR Forces Armées Rwandaises GLR Great Lakes Region GoR Government of Rwanda HIV Human Immunodeficiency Virus ICT Information and Communication Technology IDDRS United Nations Integrated DDR Standards IGA Income-Generating Activity ILO International Labour Organization MDRP Multi-Country Demobilization and Reintegration Program NGO Non-Governmental Organization PIM Project Implementation Manual RCD Rassemblement Congolais pour la Démocratie RDF Rwanda Defense Forces RDRC Rwanda Demobilization and Reintegration Commission RDRP Rwanda Demobilization and Reintegration Programme RG Reintegration Grant RPA Rwanda Patriotic Front RSA Recognition-of-Service Allowance SEDRP Second Emergency Demobilization and Reintegration Project STEL Standard Training Equipment List TDRP Transitional Demobilization and Reintegration Program ToT Training of Trainers MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 1 TVET Technical Vocational and Educational Training VSW Vulnerability Support Window VT Vocational Training VTC Vocational Training Center UN United Nations UNDP United Nations Development Program WB World Bank WDA Workforce Development Authority XC Ex-Combatant 2 Executive Summary T he very moment soldiers lay down their weapons for the last time signals the beginning of a long and arduous journey. Almost instan- taneously, the identity of the individual is transformed What aspects of vocational training programs can boost socio-economic reintegration and ensure sustainable and effective outcomes? This report details the findings from a research study from combatant to ex-combatant. Up until this point, of outcomes of the vocational training provided to ex- the soldier’s entire being has been molded and influ- combatant beneficiaries through the Rwanda Demobi- enced almost exclusively by combat training, fellow lization and Reintegration Program. soldiers and the threat of armed conflict. In many ways, conflict has displaced most other economic, education- Context al and social opportunities. The civil war and genocide destroyed Rwanda’s economic Work is a powerful thing. It holds the promise of a base, impoverished the population, and damaged the livelihood from which an individual can potentially country’s ability to attract foreign and private invest- earn a living and shape a new identity. Due to years ments. Networks of social links in rural and urban areas of missed educational and economic opportunities, were damaged either by war or genocide. However, however, attaining a sustainable income-generating Rwanda has achieved impressive development progress livelihood can seem like an impossible task for a new in the last decade. The country is now in the process of ex-combatant. Employment is the product of skills and consolidating gains in social development and acceler- knowledge forged by training and experience which ating growth while ensuring that the gains are broadly many ex-combatants simply do not possess at the time shared in order to mitigate risks to Rwanda’s hard-won of reinsertion. Skills training, education and practical political and social stability. experience can propel ex-combatants forward to parity, An important aspect of Rwanda’s development and sta- economically and socially, with their civilian counter- bility in the last decade has been the country’s national parts. Conversely, if Disarmament, Demobilization and Disarmament, Demobilization, and Reintegration Reintegration (DDR) initiatives do not sufficiently rec- (DDR) program. From the onset, the country’s DDR ognize and account for key factors that affect training program has been closely linked to economic develop- outcomes, there are negative consequences for both ment and social inclusion efforts which in turn have the economic and social rehabilitation of some of so- contributed to economic and social parity between ex- ciety’s most vulnerable individuals and for society as a combatants and civilians. whole. For ex-combatants, effective vocational training presents a second chance at a string of missed oppor- The Rwanda Demobilization and Reintegration tunities; a window to be self-sufficient and provide for Program has been implemented in three major stages: their families; it is a chance to begin to shed the negative stage I covering the period from 1997 to 2001; stage II aspects of the combatant identity for good. covering from 2002 to 2008; and the current stage III which began in 2009. The central objective of RDRP has To support social and economic reintegration of former been to support ex-combatants to reintegrate into social combatants, demobilization and reintegration programs and economic networks of the civilian society. It is in offer vocational training, which is essentially designed this context Rwanda Demobilization and Reintegration to provide the beneficiary with skills and pathways to Commission has offered vocational skills training as an employment. integral component of the reintegration effort. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 3 The Research What types of factors result in success and what others contribute to sustainability of training outcomes? What Implementing DDR programs for more than a decade, kinds of collateral outcomes emerge alongside social Rwanda’s reintegration experiences and the country’s and economic outcomes of vocational training? To DDR vocational training framework provide an im- what extend does entrepreneurship and social skills portant opportunity to explore the factors that may contribute positively to training outcomes? influence the sustainability and efficacy of vocational training and reintegration outcomes. It is in this context, Collateral outcomes alongside economic from March 2 to 29, 2013, a team of AFTCS/TDRP outcomes consultants worked with Rwanda National Demobili- zation and Reintegration Commission to administer a The study finds that several collateral outcomes emerged quantitative and qualitative study of the outcomes of alongside economic outcomes including self-confi- DDR vocational training in Rwanda. dence and independence, self-employment, sector shifting, and social skills. A key outcome of DDR The team surveyed 280 ex-combatants in Southern, vocational training program was the increase in self- Northern and Kigali provinces: 180 who completed confidence and independence among ex-combatants as vocational training under the Vulnerability Support well as a widening of perspective in terms of their careers Window (VSW) (Group A), 50 who completed Appren- and lives. Another notable outcome was the increased ticeship training (Group B), and 50 ex-combatants who rates of self-reliance among vocational training partici- participated in neither program (Group C). In addition, pants. In addition to the higher rates of trade-, retail-, the team interviewed a number of key stakeholders who and manufacturing-related self-employment indicated were perceived to possess a high level of knowledge of by the quantitative survey data, interviews with voca- the vocational training program and/or direct involve- tional training center staff and ex-combatant employers ment with Rwanda Demobilization and Reintegration described how self-employment factors into the ex- Program, and visited eight vocational training centers combatant experience and indicates a higher degree of in Southern, Northern and Kigali provinces. By com- self-reliance. Further, self-employment often signaled paring Group A to the other groups, positive socio- a shift away from one’s skill area to another sector, but economic outcomes of undergoing vocational training sector-shifting was not unique to the self-employed in are visible as Group A respondents are preferred in the Rwanda. The majority of vocational training beneficia- job market not only because they possess vocational ries were found to be working in their area of training. skills, but they are seen as confident and determined in- Finally, increase in social capital such as improvements in dividuals with strong social and life skills - features that social behavior, life skills, teamwork, networking with are highly valued among employers. Compared to the colleagues and employers, and community involve- other groups, Group A respondents also benefit from ment was a key outcome of DDR vocational training. collateral outcomes that emerge alongside economic outcomes, which further contribute to the success, sus- Factors that result in success tainability and efficacy of vocational training. The study identifies a number of factors that result As this research did not intend to evaluate Rwanda’s in success and general areas that contribute further DDR program, the primary focus was to explore the key to success and sustainability of vocational training factors that result in success, sustainability and effective- outcomes. ness in DDR vocational training. The central objective of this study was, therefore, to ascertain which factors ¡¡ Capacity building of local institutions in tandem affect DDR vocational training and what measures with DDR vocational training can reinforce could be taken to improve the effectiveness and sustain- outcomes by providing critical infrastructure for ability of training. long-term national growth and development. Local capacity has a profound impact on the Additional questions the study aimed to address outcomes of vocational training with regards to include: creating national buy-in and awareness of the 4 benefits of formal skills training. ¡¡ Post-training follow-ups to identify challenges, offering information counseling and advice, ¡¡ Labor Market Analysis can inform skills offerings and ensuring that graduates have resources and and curriculum as well as reinforce training information can reinforce training outcomes. outcomes. ¡¡ Peace, Economic growth and stability contribute ¡¡ Provision of literacy and numeracy training to the economic and social reintegration of prior to vocational training can help maximize ex-combatants as they allow pathways to the impact of training on economic and social employment. reintegration. ¡¡ Profile characteristics of ex-combatants: Profile ¡¡ Orientation for all vocational training participants characteristics of ex-combatants (such as age, can allow beneficiaries to make an informed familial status, education levels, etc.) can inform decision as to which skill is the best choice. vocational training programming with regards ¡¡ Providing economic support to ex-combatant to developing tailor-made training activities and participants and their families during training can reinforces training outcomes. help mitigate the difficulties faced by trainees with ¡¡ Community acceptance allows ex-combatants families. develop social networks which is key to sustainable economic activity. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 5 I. Introduction T he World Bank’s Transitional Demobilization and Reintegration Program (TDRP) com- missioned this report as a study to explore the efficacy and sustainability of the outcomes from voca- tion and vocation, disability status and former military affiliation). 1.1 Vocational Training in DDR tional training delivered in DDR programs. Rwanda’s Programs successful DDR experience through which thousands of former combatants received reintegration assistance DDR programs are implemented to “contribute to including vocational training present an important op- security and stability in post-conflict environments portunity to explore types of factors that may be behind so that recovery and development can begin.”1 DDR the success and sustainability of DDR vocational is essentially a peacebuilding tool that takes place in training. complex socio-economic environments marked by disrupted social and economic structures in a society. The report is divided into six sections: Reintegration of ex-combatants is a complex process Section One provides findings from existing literature that involves community acceptance of the ex-com- which covers discussions on DDR vocational training batants, their ability to participate in local events and and key lessons learned from past DDR skills training decision making to the same extent as other commu- experiences with a particular focus on the experiences nity members, and the ex-combatants’ attainment of a of Multi-Country Demobilization and Reintegration level of well-being that is commensurate with overall Program (MDRP) and Rwanda country context with a community standards.2 focus on reintegration and vocational training aspects The post-conflict context in which DDR programs of Rwanda Demobilization and Reintegration Program operate are characterized by weak political, social and (RDRP). economic structures, competition for power, insecu- Section Two presents the purpose of the study and rity, reduced productive capacities and livelihoods, de- specific study objectives. Section Three provides the stroyed infrastructure and other community services, overview of the research methodology utilized by the collapsed markets, high inflation, un- and under em- study, covering the study population, sampling size, ployment, and weakened social fabric with little social research setting, and data collection techniques and cohesion remaining.3 Prolonged civil conflict promotes methods used. Section Four presents the key survey its own economic imperatives with economies dis- results pertaining to vocation and social capital. Section torted and misaligned with their earlier or even later Five provides the key external and design factors that economic outlook.4 The UN’s Integrated DDR Stan- affected DDR vocational training outcomes in Rwanda. dards (IDDRS) emphasizes the need to understand the macro and micro economic forces that affect the Section Six provides conclusions and presents the col- post-conflict communities where ex-combatants wish lateral outcomes that emerged alongside economic to reintegrate.5 Macro-economic conditions, structures, outcomes from DDR vocational training and summa- and dynamics including the relationship between the rizes the factors that result in success in DDR in keeping formal and informal economies fundamentally shape with the objectives of the study. Finally, the Appendix and constrain the local economy, which in turn affects contains the questionnaires and semi-structured inter- the opportunities that are available to ex-combatants view tools used, quotes from key informant interviews, and to the societies in which former combatants and and analysis of survey results (by demographics, educa- their families resettle.6 6 The socio-economic reintegration of ex-combatants is to cooperatives and associations, developing pensions challenging in such settings where it is difficult to start and other forms of service compensation, community an economic activity or find employment. In some based rehabilitation and reconstruction, and facilita- cases the combatants that are released are the ones with tion of access to land and/or housing.13 the worst perspective for reintegration because they possess few marketable skills, lack education, and are Vocational training is at the intersection of economic experiencing health problems.7 Factors such as the avail- recovery, education, as well as rehabilitation and re- ability and accessibility of agricultural land, housing integration.14 Without the possibility of generating an and business space, the limited number of jobs available income and alternate livelihood, there is little incen- through existing employers, and the limited number of tive for ex-combatants to demobilize and give up their consumers able to pay for services or products supplied arms. It is in this context, vocational training is often by self-employed ex-combatants also pose a challenge. an integral part of DDR programs’ economic reinte- In addition, ex-combatants often lack professional and gration component as a solution to securing jobs and social networks and face challenges of acculturation. sustainable livelihoods for ex-combatants. Compared to traditional education, vocational training provides Successful socio-economic reintegration of ex-com- ex-combatants with a more rapid entry into the work- batants requires the reconciliation of two key factors: place as they may not have the time or incentive to addressing the special needs of the ex-combatants and resume or complete formal education.15 When asked, addressing the needs of the communities and econo- ex-combatants consistently state that employment is mies in which they settle.8 Targeted reintegration their top priority. In El Salvador, for example, majority support to ex-combatants promotes social stability that of ex-combatants surveyed about their training experi- is necessary for wider community development. Ad- ences indicated that they were prepared for their field of ditionally, sustainable reintegration outcomes depend work as a result of their training.16 on equal efforts to revive the private sector and the creation of a national enabling environment for job Vocational training also addresses a psychosocial creation through employment promotion policies and element by aiding in the reduction of the psychosocial strategies.9 The informal economic sector remains one impact of trauma and displacement by allowing people of the most important sources of income for conflict- to re-establish some sense of normalcy, gain confi- affected and displaced persons as economies in the dence, security and income generation.17 Participating immediate post-conflict period can only support few in a structured training program can stimulate hope formal wage-paying jobs.10 Increasingly, there is also a and support social reintegration of ex-combatants by focus on understanding the opportunities available in offering an environment of socializing with other ben- the informal economies with economic reintegration eficiaries, instructors, community members and poten- programs geared toward the informal sector where ap- tial employers. Further, vocational training offered in propriate.11 DDR can contribute to the human capital requirement for national reconstruction and development.18 Guiding principles for economic reintegration include minimizing market distortions and maximizing benefi- 1.2 Lessons Learned from ciary choice, providing assistance that leads to sustain- Past Experiences able livelihoods, involving communities of settlement and foster reconciliations, and providing assistance in a Lessons from past DDR vocational training programs way that it benefits the wider community to the extent highlight a number of areas that are linked to success- possible.12 The common components of economic re- ful training outcomes. The design of vocational training integration support include information, counseling programs should be representative of the capacities and referral services, micro-project grants, access to of ex-combatants of different education levels, ages, vocational training, formal and informal apprenticeship genders, physical conditions, regions and economic schemes, educational opportunities, employment gen- status.19 While vocational training is primarily about eration, provision of agricultural starter kits, support promoting employability of beneficiaries, it also has MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 7 a role in social reintegration and supporting social social and economic networks. This approach can also cohesion. Lessons from a vocational training program capitalize on existing training curricula and teaching for Salvadorian ex-combatants, for example, underline methodologies and build capacity of national institu- the importance of integrating beneficiaries of different tions which has the added value of potential positive social and political backgrounds in vocational courses knock-on effects for the wider community and national and including both ex-combatants and community development plans.25 members in the program.20 The scarcity of trained teachers is another resource According to International Labour Organization constraint of successful vocational training program (ILO), vocational training plays a crucial role in in- implementation that results in limited range of courses creasing employability of ex-combatants but only if offered and individualized attention to participants.26 programs are led by market-demand, and lead to em- A study of vocational training programs in Northern ployment.21 Matching vocational training to local Uganda states that the difficulty in finding and funding and national economic opportunities, traditions and qualified instructors led some programs to cut non-core demand is, therefore, key to ensuring sustainability of courses such as entrepreneurship and agriculture, and training. Labor market surveys and studies of tradition- when instructors fell sick or relocated they were not al production and service patterns in both formal and replaced causing courses to be cut or abandoned.27 The informal sectors have been identified as pre-requisite to training of trainers is necessary in post-conflict coun- developing appropriate vocational training options in tries and should be incorporated into the project design. post-conflict settings with disrupted or rapidly evolving Partnerships, particularly with the private sector, are markets.22 While training should ideally focus on the useful to ease pressure on an organization’s budget as most market and region-appropriate skills, it should well as to increase an organization’s expertise base but also include orientation and informed guidance assis- must be preceded by a strong institutional capacity as- tance to beneficiaries on employment options upon sessment.28 Training existing teachers and instructors, completion of training. rather than bringing in new or international experts, to carry out training can further promote social reintegra- Providing the beneficiaries with start-up toolkits that tion and build national training capacity that has the contain the key tools, equipment and supplies can help potential to be utilized for wider national workforce them function within their chosen field and support development plans. their eventual employment options. Focus on hands-on training rather than classroom courses can familiarize Lessons learned from past programs also highlight the the beneficiaries with the tools and equipment required need of providing additional training on entrepreneur- in the job market. With regards to distributing toolkits, ship skills, social and life skills, basic employment and past experiences underline that timely design and pro- business skills, as well as job search techniques along- curement of tools and supplies in parallel with training side vocational training activities. By undergoing vo- activities and market demand is of crucial importance cational training, ex-combatants essentially begin their in order to maximize the impact and efficacy of voca- reintegration into society as civilian members. There- tional training. fore, providing the beneficiaries with a nationally-rec- ognized certificate of completion that is endorsed or Post-conflict nations often have weak national and issued by relevant ministries or agencies can give the local institutional capacity. It is, therefore, important to ex-combatant, for the first time since the conflict, a rec- assess the capacity of local training systems and ensure ognition of his or her civilian status. adequate funding and strategic treatment of institution- al capacity building.23 ILO considers it a best practice to In some cases, an Information, Counseling and Referral revive local and national institutions in a post-conflict System (ICRS) have been set up to assist ex-combatants nation rather than build parallel systems.24 Funding assess their livelihood options and find employment. An existing institutions, rather than establishing new evaluation of South Sudan’s DDR program, however, centers dedicated to training ex-combatants only, can finds that counseling on the expectations from the new promote incorporation of ex-combatants into wider life after disarmament and demobilization should pref- 8 erably start when combatants are still in the army.29 The Rwanda has achieved impressive development progress same evaluation also finds that what takes place often in the last decade. The country is now in the process of is quick profiling and vocational career guidance that consolidating gains in social development and acceler- is reduced to a process of rapid sorting and matching ating growth while ensuring that the gains are broadly of candidates with programs rather than a continuous shared in order to mitigate risks to Rwanda’s hard-won process integrating social psychological assessment, oc- political and social stability. cupational counseling and placement.30 For economic reintegration to be sustainable, therefore, the referral Central to this goal is to ensure inclusive development and counseling system should preferably start early in and to provide equitable, efficient and effective pro-poor the demobilization phase and continue post economic service delivery while promoting local development reintegration interventions such as vocational training, in an environment of good governance. The country’s identify viable economic opportunities for ex-combat- long-term development goals are embedded in Vision ants, and should be tied to psychosocial counseling to 2020, an initiative which seeks to transform Rwanda the extent possible. from a low-income agriculture-based economy to a knowledge-based, service-oriented economy by 2020. 1.3 Country Context To do so, the country requires a growth rate of seven to eight percent annually that is achievable through In October 1990, the Rwandan Patriotic Front con- reforms in the business environment, investments in sisting of Rwandan refugees invaded Rwanda from infrastructure, increasing agricultural productivity, and Uganda. The fighting continued until the signing of the investing in skills development needed for economic 1993 Arusha Accords. Implementation of the Accords modernization. was hindered, however, by key elements of the govern- ing regime. The death of President Juvénal Habyari- Rwanda has emerged as a top global reformer with mana in April 1994 unleashed a genocide during which regards to the business environment. In two consecu- at least 800,000 Tutsis and moderate Hutus were killed tive years of the Doing Business report, Rwanda was and three million Rwandans were displaced, majority of the first Sub-Saharan African country to be recognized. whom fled to refugee camps in the Democratic Republic While Rwanda has made significant progress in stabi- of Congo (DRC). lizing and rehabilitating its economy, it still remains an under-developed, agrarian-based economy with Hidden in the crowd were many genocidaires and former around 45 percent of the population living under the soldiers of the Forces Armées Rwandaises (FAR). poverty line.31 Ranked 167th in the 2013 UN Human Using the refugee camps as staging and recruiting Development Index, Rwanda’s economy is predomi- grounds, they launched attacks into Rwanda. This led nantly rural based with around 70 percent of the popu- the Government of Rwanda to pursue the insurgents lation engaged in agricultural activity. The country is, within DRC. In 1996 the camps were forcibly disband- however, at peace with a positive economic outlook ed and many refugees returned to Rwanda. However, and one of the most stable on the continent. An im- the genocidaires and ex-FAR continued to enjoy safe portant aspect of Rwanda’s development and stability havens in DRC. Following the Lusaka Ceasefire Agree- in the last decade has been the country’s national Dis- ment of July 1999 and the Pretoria Agreement of July armament, Demobilization, and Reintegration (DDR) 2002, Rwanda completed the withdrawal of its troops program. From the onset, the country’s DDR program from DRC in October 2002 and opened a window for has been closely linked to economic development and demobilization and reintegration of Rwandan Armed social inclusion efforts which in turn have contributed Groups’ members who were then operating in DRC. to economic and social parity between ex-combatants and civilians. The civil war and genocide destroyed Rwanda’s economic base, impoverished the population, and damaged the 1.4 Reintegration in RDRP country’s ability to attract foreign and private invest- ments. Networks of social links in rural and urban areas As of March 2013, a total of 68,523 ex-combatants have were damaged either by war or genocide. However, been demobilized in Rwanda since 1997. In 1997, the MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 9 Rwandan government established the Rwanda Demo- maintain the capacity required for repatriation, demo- bilization and Reintegration Commission (RDRC) bilization, reinsertion and reintegration of an estimated with the objective of contributing to consolidate peace 5,500 members of armed groups and 4,000 members of and foster reconciliation and development by provid- RDF. ing support to the demobilization and socio-economic reintegration of ex-combatants through a national DDR 1.5 Vocational Training in RDRP program. The Rwanda Demobilization and Reintegra- tion Program (RDRP) has been implemented in three The central objective of RDRC’s reintegration efforts has major stages: stage I covering the period from 1997 been to support ex-combatants to reintegrate into social to 2001 (co-financed by the Government of Rwanda and economic networks of the civilian society. The first and various donors through a UNDP-administered skills training program offered by RDRC as a part of the trust fund, and various UN agencies); stage II covering formal DDR process was through a vocational training from 2002 to 2008; and the current stage, Stage III, has school in 1998. While there were a number of difficul- started in 2009. ties faced in the first stage of the RDRP, the second and third stages significantly improved the economic and The demobilization of a total of 18,692 ex-combatants social reintegration assistance components to help ex- and the RDRC’s referral of a significant number of ex- combatants establish sustainable livelihoods. combatants to education and employment opportuni- ties are considered the primary achievements of RDRP’s In stage II of RDRP, a Reintegration Grant (RG) equal first stage. The outcomes of the first stage of RDRP, to FRw 100,000 was paid to ex-combatants within six however, were heavily affected by the security situation months after demobilization.34 In stage III, RDF and in eastern DRC. In addition, the first stage received less armed group ex-combatants are eligible to receive an than half of the financing originally budgeted which had RG of FRw 120,000 within three months after their de- a negative impact on the overall reintegration compo- mobilization. The three-month delay in the provision of nent.32 Therefore, when the first stage was completed, this support is to allow ex-combatants to gain an appre- there were still a large number of ex-combatants who ciation of civilian life and their local economic environ- did not receive full reintegration support. In 2002, with ment, enabling them to make more informed decisions. the support of the Multi-country Demobilization and The RG is provided after ex-combatants have received Reintegration Program (MDRP) and the World Bank, extensive counseling and guidance (including on RDRP’s second stage began and lasted until 2008. The business development) to help ensure that their choice Emergency Demobilization and Reintegration Project of reintegration option corresponds to individual cir- (EDRP) demobilized 29,600 ex-combatants and over cumstances and the local economic opportunity struc- 43,000 ex-combatants received reinsertion and rein- ture. To receive the RG, the ex-combatants are required tegration support making the project one of the most to demonstrate their intention to use the RG for mean- successful DDR programs implemented in the region.33 ingful economic or social reintegration purposes in the form of sub-projects. These sub-projects include agri- In 2009, the Second Emergency Demobilization and cultural and non-farm income-generating activities, Reintegration Project (SEDRP) was initiated with the vocational and apprenticeship training, housing, em- objective of contributing to consolidate peace and sta- ployment, tools, education and scholarships as well as bility in the Great Lakes Region (especially in Rwanda children’s education. and DRC) through the completion of the DDR process for the remaining Rwandan armed groups and further The second sub-component of the reintegration as- reduction in the size of RDF. The SEDRP’s overall re- sistance is offered within the Vulnerability Support integration objective is to provide socio-economic re- Window (VSW).35 Through the VSW, the RDRP integration support to help ex-combatants establish provide special support to socio-economically vulner- sustainable livelihoods with a particular focus on the able ex-combatants. The vulnerability criteria are de- provision of such support to female, child, and disabled termined on the basis of an individual ex-combatant’s ex-combatants. Extended until the end of 2013, SEDRP ability to establish a sustainable livelihood including constitutes the third stage of RDRP and aims to access to shelter and land, health status, employment 10 situation, and household characteristics. In the 2002 It is important to note that the selection and moni- Project Implementation Manual (PIM), the criteria toring of VTCs have improved since the government to determine vulnerability set by RDRC included: (i) established the Workforce Development Authority having no shelter, (ii) having no land, (iii) having no (WDA) in 2010 as part of its efforts to improve the livestock, (iv) having no other fixed assets, (v) having no country’s human capital. Currently, RDRC contracts productive capacity, and (vi) having no employment.36 VTCs that are accredited by WDA which inspects the Eligibility for the VSW scheme is decided by local com- VTCs to ascertain their capacity. In order to offer a mittees comprised of ex-combatant representatives, standardized approach, promote common understand- administrative officials, and RDRC representatives. In ing, and develop a curriculum exclusively designed 2006, RDRC began scaling up the DDR program’s vo- for ex-combatants, the RDRC organizes Training-of- cational training component.37 All ex-combatants who Trainers (ToT) jointly with one lead VTC (currently were not literate and numerate were eligible to receive Amizero). The training is executed in line with existing adult literacy and numeracy teaching. This form of ad- procedures of school curricula which are developed by ditional assistance specifically targeted ex-combatants central authorities. All skills training offered are deliv- who were already active in socio-economic life. While ered through existing VTCs in a maximum period of six the criteria for VSW eligibility were modified in 2007, months. Following skills training, the RDRC provides there have been no significant changes in the adminis- the ex-combatants with a standard toolkit for each trade trative and screening processes in vocational training area.39 Depending on the trade selected, all trainees are since 2002. expected to use their toolkits to find employment after Screening of beneficiaries is done at the sector level by graduation. Upon completion, all trainees are given cer- using the VSW screening criteria. Following screening, tificates of completion endorsed by the training institu- ex-combatants are provided with counseling services in tion, relevant ministries, and WDA. order to help them make informed decisions in course Apprenticeship training is an alternative scheme made selection to pursue with regards to personal abilities, available to ex-combatants who do not go through voca- ambitions, and market demand. In terms of accessibil- tional training. RDRC, in collaboration with local actors ity to training centers, ex-combatants are encouraged to such as local governments, civil leaders and private enroll in training institutions nearest to their homes as sector representatives, identifies and hires local special- long as their chosen courses are available in the respec- ists with the capacity to provide apprenticeship training tive institution. Alternatively, they are helped to enroll to ex-combatants. As in the case of vocational training, anywhere else in the country where their chosen course trainees are provided with a toolkit on completion of is available. the program. The training is shorter than vocational The selection of Vocational Training Centers (VTC) to training and on average lasts up to four months. Upon provide training is based on a number of factors includ- completion of apprenticeships, most ex-combatants ing institutional and managerial capacity, location, and continue working with the employers they trained with physical infrastructure (such as having access roads, or are expected to find employment through their ap- functioning water and electricity infrastructure and prenticeship employers’ business network. RDRC has other necessary physical features). The selected training also encouraged ex-combatants to form cooperatives institutions are initially contracted for one cycle (the and associations to improve their economic prospects first intake over six months) and their contracts are as cooperatives increase economic activity and contrib- extended depending on satisfactory performance as es- ute to social reintegration between ex-combatants and tablished by evaluation reports.38 communities. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 11 2. Purpose of the Study The purpose of this study is to explore the efficacy and programs provide ex-combatants with a chance of sustainability of the outcomes from vocational training rapid entry into the workplace as they are designed to delivered in DDR programs pertaining to (i) issues open pathways to employment. Structured vocational related to the design and implementation of vocation- training also addresses a psychosocial element by pro- al training and activities, and (ii) issues relating to the moting socialization, trust and confidence among external economic and social environment as well as beneficiaries. Providing beneficiaries with skills and the history and profile of ex-combatants who have un- business knowledge serve as a transition from relief to dergone vocational training. The outcomes of this study development with vocational training serving as a peace will help develop learning which can inform: (i) future dividend that signals the end of war to communities.42 vocational training programming in DDR and stabiliza- In cases like Rwanda, vocational training actually con- tion programs, and (ii) areas of learning which might tributes to the human capital requirement for national benefit from additional analysis or investigation. reconstruction.43 The cessation of hostilities and widespread-armed Nevertheless, there is no clear evidence on which mo- conflict provide an opportunity for war-torn societies dalities are more effective than others and why some to start restructuring their governments, economies approaches produce better results in generating em- and social structures. Reintegrating ex-combatants is ployment opportunities compared to others. Some a challenging task in such settings where it is difficult studies and evaluations found that, in some cases, ex- to start an economic activity or find employment. combatants are unable to find employment following When demobilized, ex-combatants generally possess vocational training even though large amount of funds few social and civilian skills, lack education and often has been allocated for programming. Evaluations of past experience physical and psychological problems.40 DDR programs have cited issues such as lack of partici- Moreover, factors such as availability and accessibility pant, community and political buy-in, low quality of of agricultural land, housing, business space, the limited training received, training that is too short to effectively number of jobs available, and the low levels of demand learn a trade, failure to deliver the toolkits and capital to services provided by self-employed ex-combatants required to establish a business and earn an income, all hinder the chances of successful reintegration. lack of business enabling environments for small busi- nesses such as economic policies that promote small Skills training is often regarded as a general solution to businesses, weak monitoring and follow up practices, promote employability of ex-combatants. Increasingly, and failure to consider psychosocial issues that might vocational skills programs lay at the core of most DDR inhibit successful employment.44 Therefore, there is a programs, promoted as a means best suited to assisting greater need to understand what factors influence the the reintegration of ex-combatants with enough knowl- sustainability and efficacy of vocational training offered edge and capacity to engage in livelihood generating ac- in DDR programs and to identify what learning can be tivities. Concurrently, vocational training represents an applied to vocational training programming in fragile important amount of financing within DDR programs’ and post-conflict situations. It is in this context that reintegration components, which in the GLR region this study aims to inform a strategic approach to under- alone have cost more than 200 million USD in the last standing how best to design and implement vocational decade. 41 training as part of reintegration efforts. Empirical evidence shows that chances of success- This study was conducted in Rwanda which has success- ful reintegration are higher if ex-combatants under- fully implemented a national DDR program, includ- take formal vocational training. Vocational training ing an important vocational training component that 12 reached sustainable reintegration outcomes.45 Since the degree to which design-related and contextual factors country’s DDR program started, RDRC has gradually have affected the results of vocational training program- made skills training an important part of the reintegra- ming; and (ii) how sustainable the outcomes of voca- tion component of the program. The Rwandan reinte- tional training are and what measures could be taken to gration experiences and its DDR vocational training improve both the effectiveness and the sustainability of framework, therefore, represent an important oppor- the vocational training programs. tunity to explore internal and external factors that may be behind the success and sustainability of vocational The study provides learning that can be translated into training outcomes. (i) general principles regarding the success of DDR vocational training, and (ii) considerations to inform Specifically, this study aims to investigate the impact future DDR vocational training programming in other DDR vocational skills training has had over ex-com- countries. Through this study, the Transitional De- batants’ success in finding employment, having sus- mobilization and Reintegration Program (TDRP) is tainable livelihoods and reintegrating into mainstream expected to more accurately gauge the influencers on society. Therefore, it examines the performance of the effectiveness and sustainability of DDR vocational vocational training component of DDR in Rwanda that training as well as inform the design of future vocational was delivered to ex-combatants who benefitted from training programs and skills development-related stabi- the VSW with a view to ascertain: (i) which and the lization interventions. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 13 3. Research Methodology 3.1 Document and literature review March 2013 to 29th March 2013) and generally lasted between 30-60 minutes. The interviews were conduct- The study is informed by a comprehensive document ed in Kinyarwanda (the most widely spoken language and literature review focused on the nexus of vocational of Rwanda) by researchers who were native speakers of training, DDR programming and the Rwanda country Kinyarwanda. context. Document review included the following cat- egories: project documents, comparative research and Table 1 – Sample Region by Sample Group evaluation of TDRP countries, and comparative studies Vocational Apprentice- Non-Partici- across DDR, particularly those pertaining to vocational Training ship pant training programs. Group (A) Group (B) Group (C) 3.2 Mixed-Method Survey of Kigali 87 17 25 Ex-Combatants North 39 15 17 A survey tool incorporating quantitative and qualita- South 39 13 16 tive questions was administered to an overall sample of 282 ex-combatant respondents. The primary research Total 165 45 58 sample (Group A) consisted of 165 ex-combatants who completed vocational training under the VSW scheme prior to March 2010, drawn from an overall population 3.3 Semi-Structured Interviews with of 1,345 ex-combatants (12.27% of the population). The same questionnaire was also administered to two Key Stakeholders control groups: Group B had 45 ex-combatants who In addition to structured mixed-methods surveys, completed apprenticeship training under the VSW semi-structured qualitative interviews were adminis- (drawn from a population of 1,413); and Group C con- tered to 25 key stakeholders throughout Kigali District, sisted of 58 ex-combatants who had received neither Northern Province and Southern Province in Rwanda. benefit and had not participated in DDR skills training. Respondents consisted of (i) vocational training center Data from 14 additional respondents was also collected staff, (ii) employers and trainers of ex-combatants, (iii) but not included in the final analysis as a quality control community leaders, (iv) ex-combatant associations measure. and cooperatives, (v) RDRP staff, and (vi) World Bank The aim of the survey tool was to gauge how and the country office staff and researchers. degree to which DDR vocational training in Rwanda The aim of the interviews was to inform the contextual had an impact on general socio-economic reintegra- foundation of the survey analysis and tease out factors tion. It surveyed respondents across the following related to the effectiveness and sustainability of DDR areas: (i) basic demographic indicators, (ii) education, vocational training. Semi-structured interviews probed (iii) employment, income generation and cooperatives, the following subject areas related to ex-combatant (iv) vocation and skills, (v) formal training, and (vi) housing, food security, and social capital. training: (i) formal vocational training programs, (ii) employability factors, (ii) collateral benefits of voca- The sample was drawn from several locations through- tional training programs offered in DDR, (iii) market out three provinces of focus: Northern Province (71), assessment and analysis, (iv) support and follow-up, (v) Southern Province (68), and Kigali Province (129). targeting and mainstreaming, (vi) challenges and obsta- Surveys were administered over a 10-day period (20th cles, and (vi) improvements and recommendations. 14 4. Vocational Training Core Indicators and Outcomes In this section, the study describes and analyzes survey of vocational training center staff interviewed for this data related to vocational training outcomes with a focus study suggested that labor market research was a key on and between the three core sub-groups concerning area for future improvement. Nevertheless, ten Group skills training, employability and social capital.46 A respondents (6.25%) reported labor market aware- ness as being one of the top three most helpful aspects 4.1 Skills Training of the training. Survey questions in this section probed vocation selec- While 75.6% of Group A interviewees predictably iden- tion, program assessment, practical work, information tified “improvement in occupational skills” as the most counseling, non-skills education, internal and external helpful aspect of vocational training in their opinion, support, training outcomes, and skills use. 12.5% cited “improvement in business skills,” and 4.4% cited moral and psychological support (though 13.1% Of Group A respondents, 86% reported receiving chose moral/psycho support as their second choice). training in their first-choice skills area. Of those who did not receive training in their preferred vocation, “The most helpful thing about vocational training is the majority (81%) cited unavailability at the training that it sharpens one’s mind.”49 center as the primary reason.47 In terms of business and entrepreneurship skills training, When asked to cite the primary reason for choosing 64% of Group A reported receiving this training to their particular vocational field, 39.5% of Group A re- some degree with only 17.7% asserting that the training sponses related to increased income generation and in this area was sufficient. In addition, 17.7% stated that securing stable livelihoods, while 31.8% cited personal they had received entrepreneurship training (specified interest or passion for a particular vocation. by respondents as business planning, project design, management, marketing and evaluation) from an “I had realized that it’s an occupation with high outside organization. There is a strong indication that clientele and its services are always on market [in business and entrepreneurship skills would have been demand] especially in construction sector.” 48 helpful to these individuals as there were numerous responses centered on desires to work independently Nearly 65% of Group A respondents stated that the or be self-employed, and key stakeholder interviews orientation received as part of their vocational training largely echoed this sentiment. However, only one indi- helped them make a good decision in choosing a skill vidual suggested training in entrepreneurship as an area area. In addition to the orientation each participant of improvement for vocational training, and a desire for received as part of their training, 67.3% said that they training specifically in this area is conspicuously absent received some form of information counseling covering from open-ended response segments throughout the mostly HIV/AIDS and health issues as well as human dataset. The dichotomy here could be an issue related rights and gender training. While respondents were to the challenges involved in translating the complex asked to choose from four possible responses, they were and multi-faceted idea of entrepreneurship, or even the also encouraged to offer their own unique responses if challenges inherent in defining the concept itself. applicable. In terms of practical work, an overwhelming 98.2% of Labor market awareness was not a specific response respondents from Group A stated that their program received for this question, and indeed, the majority had included some type of hands-on, real world expe- MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 15 rience. However, 43.5% of those individuals felt that their own work, mostly citing inability to support self/ it had not been enough. Of vocational training ben- family otherwise. At first glance, the number of respons- eficiaries, 7.4% mentioned more practical work as the es affirming that “being able to work would have made primary area for improvement in vocational training. a difference” may appear low but it must be emphasized Far more Group A respondents (30.2%) suggested ex- here that the question posed was not whether the re- tending the training period. When asked whether they spondent might have preferred time to conduct their had been allowed enough time to conduct their own own work, (which may very well have yielded a much work outside of training, 72.6% indicated “No.” Of the higher number of positive responses). For those who “No” group, 56.6% admitted it would not have made a responded, “No, it would not have made a difference,” difference in either case, mostly citing lack of personal most cited reasons related to training interruption and time due to course load and practical work require- simply not having any time to work if they had wanted ments. Based on this information, it is doubtful that to as the reason for their response. most training centers could have realistically extended “It was time to study, and so there was no need for the number of hours of training each day to accom- doing other activities. So it made no difference.” 50 modate additional practical work. The most frequently suggested solution has been to extend the training Such numbers and sentiment appears to tally with the period. However, given the success of the program number of respondents who requested more training and that 71.8% of Group A respondents stated that the time or practical work. Only 2% of Group A suggested training met or exceeded their expectations – 64% spe- being allowed to work during training as an area for im- cifically citing their personal satisfaction with theory provement. and practice and, subsequently, their level of prepared- Based on the responses received, most of Group A re- ness – a move to expand on practical training may not spondents appeared to be aware of the advantages that be entirely justified. formal vocational training could provide prior to receiv- In response to whether or not trainees had time to ing training, and were conscious of the link between conduct work outside of vocational training, 27.4% of structured theoretical and practical work and increased Group A answered “Yes,” though it is unclear how much ability to generate income over a sustained period of time they had and whether this time met their needs. time. Of those who finished vocational training (Group Of those who answered “No,” only 43.4% confided that A), 79.4% responded that they had been aware of the it would make a difference if they had time to conduct advantages of vocational training prior to training. When asked specifically to list such advantages, 33.9% mentioned that vocational training provides skills for Table 2 – Entrepreneurship Skills Training by Sample Group earning a real living or career, 32.2% citied opportunity for higher earning potential, and 10.4% answered that it Vocational Apprenticeship would expand opportunities for work. Training Group (A) Group (B) “Yes, I know the advantages of vocational training! Received right amount You can’t fail to get a job and even if you fail to be of entrepreneurship 17.7% 6.8% employed, you can create your own job due to the skills training skills you possess.” 51 Received limited “From experience I knew the importance of skills amount of entrepre- 46.3% 29.5% and I knew vocational training would provide me neurship skills training those skills.” 52 Did not receive any “I used to see people who did vocational training entrepreneurship skills 36.0% 63.6% gaining money and in a good state of life” 53 training Group B answered similarly regarding advantages of ap- 16 prenticeship training with 42.9% citing acquiring skills for earning a living and 32.1% citing higher income po- Table 3 – Have you worked since demobilization? tential. While this particular question was not posed to Group C, it is worth noting that the most frequently Vocational Appren- Non-VSW cited factor among this group impacting on their future Total Training ticeship group economic situation was whether or not they would receive vocational training (table 3). yes 78.30% 20.00% 10.00% 48.80% With respect to economic outcomes following training, no 21.70% 80.00% 90.00% 51.20% 48.8% of Group A asserted that their economic situa- tion had improved since vocational training compared Total 100.00% 100.00% 100.00% 100.00% to 34.9% of Group B who gave a similar assessment. About 20% of both groups felt their economic situa- tion had neither worsened nor improved. A full 80% of Table 4 – How would you compare your current economic situation with pre-training? Group A felt they were able to support self/family to an extent after training (30.6% asserting that they were able Vocational Appren- to provide complete support), while 68.2% of appren- Total ticeship beneficiaries (Group B) felt they were able to Training ticeship provide support (20.5% providing complete support). Those of Group A who were unable to provide any Much poorer 2.40% 11.60% 4.30% support most frequently cited lack of resources such as Poorer 27.40% 32.60% 28.50% tools or capital, while the most frequently cited reason for Group B respondents was that they were not skilled Stayed the same 21.30% 20.90% 21.30% enough after training (46%). Richer 48.80% 34.90% 45.90% Interestingly, 41.5% of Group A respondents were not currently using their hard-earned and sought-after skills 164 43 207 Total (the unemployment rate within Group A was only 100.00% 100.00% 100.00% 15.8%). “I have failed to get a job and so I decided to engage few exceptions, these individuals (22.1% of actively in a sector different from my training.” 54 employed Group A) currently work for private security companies as security guards, a sector with relatively Further, 12.8% of Group A asserted that they never used high labor demand in Rwanda. Indeed, this emerged their skills at all, mostly citing limited demand for their as a notable finding from key stakeholder interviews as particular skill. Nevertheless, if just over a quarter of well which makes good sense from an economic point those who completed vocational training were neither of view and certainly in light of the pervasive absence currently unemployed nor working in their skill area, of formal labor market analysis by vocational training then the question is what they were doing instead. One institutes in Rwanda (table 4). initial hypothesis of the research team was that collateral skills – such as business skills, life skills, and other social In Rwanda, Private security jobs proved a profitable support – imparted by vocational training programs boon for many trainees who were trained in skills areas empowered the beneficiaries to secure employment in with little real-world market demand. It should also be a variety of sectors irrespective of vocational skill and noted that the private security phenomenon was not social and economic networks. It was presumed that unique to those who completed vocational training, individuals who did not end up working in their skill as 21.2% and 34.8% of actively employed respondents area would likely have started some small business. from Groups B and C, respectively, were working for While key informant interviews supported this to an private security firms as well. Yet, even in the presence extent, the ex-combatant survey data indicate that, with of data indicating that nearly half of vocational training MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 17 beneficiaries were not currently using their skills, 84.8% and entrepreneurship training to varying degrees. (and 86.7% of apprenticeship respondents) stated that While most Group A respondents reported significant training had improved their overall ability regardless gains in their knowledge, ability and economic situa- of whether or not they were using their skills. Further, tion, nearly half reported not currently using their vo- over 86% of both Groups A and B stated that their re- cational training skills. On the surface, strong demand spective training courses had increased their job com- in the private security sector appeared to factor heavily petitiveness, and 80% of Group A (along with 90.9% of in ex-combatants’ decisions to leave their skills area but Group B) asserted that the training received was exactly lack of formal labor market research also appeared to the type of support they most needed. be a strong possible underlying factor as well. In terms of criticism, an overwhelming number of Group A re- In terms of post-training support, only 7.3% of vocation- spondents reported that they did not have enough time al training beneficiaries and 7.0% of apprenticeship ben- to conduct their own work outside of training but sug- eficiaries received follow-up after training completion, gestions for addressing this issue such as extending the mostly consisting of professional advice and support training period were neither necessarily supported re- from VTC staff. Increased follow-up was the third most sponses in other areas nor viable solutions. frequently noted suggestion for improvements (after extending training period and improve quality/quantity 4.2 Social Capital of tools used during training). Surveys found, however, that only 9.3% of vocational training beneficiaries ever Training appears to have played a notable role in driving sought help or advice from the training center for ca- social as well as economic outcomes. Along with im- reer-related issues after training (15.9% for Group B). proving skills and increasing job competitiveness, 93.3% Further, tracking down ex-combatant former trainees of vocational training beneficiaries agreed that VSW after vocational training was one of the challenges most training increased their overall confidence (compared often expressed by key stakeholders, mostly attributed with 82.2% of apprenticeship beneficiaries). With to ex-combatants’ frequent movement, lack of corre- regards to expanding social and economic networks, a spondence with VTCs after training, and the non-ex- combined 94.3% of Groups A and B also revealed that istence of a central Management Information System they met more people since VSW training. (MIS) (table 5). Overall, vocational training beneficiaries rated them- In summary, DDR skills training appeared to impact selves higher in comparison to other ex-combatants positively on participants with many reporting sig- with regard to their socio-economic situation with nificant gains from the experience. Most vocational 21.8% of Group A characterizing their circumstances as training beneficiaries received training in their area of better than most other ex-combatants, 52.1% respond- preference, citing a mandatory orientation as a helpful ing “no better, no worse” (compared to 35.6% of Group key factor in skill selection. The majority of graduates B and 30.5% of Group C), and only 4.8% asserting also reported receiving generally satisfactory business that their economic situation was worse than others (compared to 8.9% of Group B and 16.9% of Group C). All three groups answered similarly when asked Table 5 – VSW training has increased my job competitiveness to compare themselves economically to others in the rest of their community – 65.6% of vocational training Vocational beneficiaries (Group A) responded feeling economi- Apprenticeship Total cally average to better than most, compared to 45.5% Training of apprenticeship beneficiaries (Group B) and 31.1% of Agree 86.60% 86.70% 86.60% non-VSW (Group C) respondents (table 6). 55 Disagree 13.40% 13.30% 13.40% When asked if they thought their economic situation would improve in the future, 86% of Group A replied Total 164 45 209 “Yes,” along with 81.8% of Group B and 71.2% of 18 Group C. Of those who thought their situations would not improve, the most frequently cited reasons among Table 6 – VSW training has increased my confidence vocational training beneficiaries were poor job market or economy and insufficient resources; tools (due to Vocational the fact that toolkits received during DDR may have Apprenticeship Total Training become obsolete or insufficient to meet changing market demands) ranked highest for apprenticeship beneficiaries, followed by poor job market; finally, lack Agree 93.30% 82.20% 91.00% of skills eclipsed all other reasons among the non-VSW Disagree 6.70% 17.80% 9.00% group (35.3% of “No improvement” responders).56 While an array of other less-frequently cited reasons 165 45 210 were also offered – such as old age, medical problems, Total and lack of general support, it is noteworthy that none 100.00% 100.00% 100.00% of the groups mentioned specifically lack of financial “ support, cash transfers or startup capital, as being a reason for their bleak economic situation. Yet, many of “Savings Group” appeared to be tied for third, while Vocational training those who felt optimistic about their future economic “Cash Transfer” was least is more helpful than situation felt compelled to qualify their response with preferred among all three cash because it can be used forever. 55 ” statements such as “…provided I receive additional groups, especially among support” (9.3% of Group A). The most frequently Group C who had received offered reason for an optimistic economic future no DDR training. The data suggests that in the view of was “because I am hard-working.” 23.8% of optimis- ex-combatants in Rwanda, the value placed on training tic Group C respondents predicted that their future exceeds the value of cash support which is significant. 57 economic situation would improve, provided that they receive vocational training which was more than double In terms of reintegration-related results, training the frequency of any other response for this group. appeared to play a significant role in driving social as well as economic outcomes for vocational training While only a third of respondents reported involve- graduates. The vast majority of the vocational training ment in economic cooperatives or associations, any participants reported an increase in personal confi- lack of involvement did not appear to be for lack of dence and expanding social and economic networks want. When respondents were asked to choose/rank while most rated their economic situation at parity or economic strengthening activities in which they would higher in comparison to other ex-combatants and civil- like to participate (from a list), practical work/ ap- ians. Those who did not receive skills training generally prenticeship ranked first with 51% of the Group A and ranked their situation much more poorly, stating that B vote (and 71.9% of the non-VSW vote), followed improvement would be based on accessibility to skills by production cooperative. “Lending Group” and training. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 19 5. Factors that Affected Vocational Training Outcomes 5.1 Design Factors which offered vocational training were enrolled in the vocational training program. Those who either lacked Selection of beneficiaries the minimum education qualification or could not relocate themselves and/or their families were enrolled The process and criteria employed in identifying ben- in an apprenticeship, pending basic literacy and eficiaries have been a key factor in the success of the vo- numeracy training. The aim of the triage process was to cational training program in Rwanda. While numerous pair the appropriate development activity with the ex- studies exist pointing to the successes of vocational combatant who could potentially benefit the most from training, skills training may not be suitable for everyone. the activity and help ensure the highest possible success Interviews with vocational training institutions and rate at the lowest cost. other key stakeholders revealed the importance of having participants well suited for training programs, According to staff members at VTCs, vocational which require a certain degree of self-discipline, moti- training participants tended to be slightly older, better vation and interest in the subject as well as basic literacy educated and more mature than their apprenticeship and numeracy skills. counterparts. VTC interviews also revealed that VSW participants tended to be better disciplined, more mo- As previously described, the selection process in tivated and mature than their civilian counterparts. Rwanda began with a vulnerability assessment. Ex- This may be related, however, to the significantly higher combatants were assessed in four key areas of vulner- average age of ex-combatant trainees over their civilian ability with those meeting or exceeding the score counterparts rather than being linked to any part of the threshold recommended for assistance through VSW. selection process. Key stakeholders consistently de- Within the VSW framework, those lacking marketable scribed this contrast between ex-combatant and civilian skills chose between participation in a six month vocational training program or a four month appren- ticeship program that required less education. Those with existing skills were given the option of accessing cash grants for specific Income-Generating Activities (IGAs). The principal differences between those VSW ex-combat- ants who participated in vocation- al training and those who took the apprenticeship path were primar- ily education level and regional mobility. Those who possessed a P6 education or higher (along Gako Organic Farming Training Center in Kigali. The Center opened in 2000 and with basic literacy and numeracy has trained over 60,000 farmers from Rwanda, Burundi and the Democratic Republic of Congo, including Rwandan ex-combatants, on sustainable agriculture and skills) and could commit to relo- organic farming. (Photo credit: Murat Onur) cating for six months to an area 20 trainees, which could be an indication of the impor- “Most ex-combatants arrive in the center with differ- tance of age in determining the success of a trainee. Ac- ent expectations. The center’s orientation prior to the cording to a staff member at Musanze VTC: start of training directs ex-combatants to make good vocational decisions. Similarly, disabled ex-combat- “ex-combatants are more mature compared to others ants are channeled to vocational skills courses that and are more interested in practical work and they take into account their disability status.” 61 don’t want to waste time.” 58 Some VTCs also incorporate informal labor market A construction contractor and employer of ex-combat- research into the orientation in an effort to further ants in Kigali echoed these sentiments stating: inform the trainee in making a wise skill selection: “On average, ex-combatants are more disciplined “The ex-combatants make their decisions on the and hardworking. When training the employees, we trade they want receive training on based on two often tell the civilians to emulate the ex-combatant aspects, first, what he wants to learn and second workers because they take their jobs seriously.” 59 what the school encourages them to learn based on informal job market information.” 62 Age and maturity level, therefore, though not specifical- ly driven by the DDR training selection process, appear While orientation was a required component of all to be driven indirectly by criteria set forth by DDR VSW vocational training in Rwanda, it was approached commissions through their requirements or parameters by VTCs in a variety of ways by incorporating varying that are heavily influenced by age as was the case with degrees of information counseling designed to inform, Rwanda. align expectations, and guide new trainees into skills courses which suited not only each individual’s desires Orientation but ability and prevailing labor market conditions as The orientation component of training emerged from well. While no aspect of any program can be 100% ef- the study as a critical factor in successful training fective for all beneficiaries, the research indicates that outcomes. Vocational training orientation was found to attention to these aspects in the early stages of training positively influence trainee decisions related to select- was a factor in stemming disappointment and long- ing an appropriate course of study and training. The term unemployment after the end of training. orientation’s aim was to introduce the student to the Partnering with existing training institutions program and provide career counseling for choosing a training track. As discussed previously, the vast majority One of the most significant factors in the success of of trainees reported that orientation helped them make Rwanda’s DDR vocational training program was the a good decision with regards to choosing an appropri- training centers. The government of Rwanda partnered ate skills area. As the instructors at a vocational training with approximately 30 existing training institutions facility concurred, when the ex-combatants arrive, they active in nine regions throughout the country.63 RDRC are provided with information on different modules of considered mostly well-established VTCs and applied training and the center advises them based on interview stringent criteria in selecting suitable institutions, prior to the official start of training. 60 taking into account potential for capacity development including existing infrastructure as well as reviewing As illustrated by the survey data, ex-combatants entered syllabi and modules proposed by each of the candidate the program with widely varying levels of expectations. VTCs. The preference was given to centers that allowed Consequently, aligning hopes and interests with the capacity development such as those with existing basic reality of the training process became another important infrastructure and access roads. consideration for VTC staff in the orientation process. Several centers also reported using the orientation as an Many of the training centers considered for partner- opportunity to counsel those with mental and physical ship had been operating since the 1970s. RDRP stated, disabilities in order to better match such individuals to however, that the majority of VTCs selected required an appropriate skill: significant investment in capacity building with regards MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 21 to syllabi and modules. The Commission hired experts education, they work better, and they have the focus. in syllabus and training development to facilitate this They are likely to get another job and quit, but I process which has been replicated in DDR training always support them.” 66 programs in other countries.64 In addition, the Com- mission took into account VTCs’ recommendations Key stakeholders also agreed that ex-combatant voca- with regards to syllabus and training modules. tional training graduates were highly preferable over non-vocational training ex-combatants due to the har- While some VTCs currently function under WDA, monized curriculum and national certification of the many function independently under the auspices of program: INGOs or CBOs. Unlike other DDR programs that have attempted to implement vocational training from “One important difference is that those who have the ground-up, partnering with existing VTCs allowed gone through vocational training know theory. the government of Rwanda to strengthen existing in- This helps them adapt to practical work very fast – stitutions that will likely continue providing skills to whereas others take a long time to catch up with the all Rwandans well into the future at a much lower cost work. Ex-combatants with vocational training also than implementing the entire program from beginning love their jobs.” 67 to end. As evidenced here, in addition to expanding liveli- Harmonized curriculum and nationally-recognized hoods opportunities, national certification in a skill can certification provide other social and psychological benefits. Being Early in the process, the RDRC hired experts to able to attain a national certificate adds assurance and consider and evaluate current syllabi and modules from thus builds confidence in the individual. It can also all partner VTCs and apprenticeship providers and be a powerful mechanism for reintegration, giving the design one standard curriculum informed by trainer graduate an opportunity to shape a new civilian identity and stakeholder feedback for each skill area for both vo- and expand their current networks. The ex-combatant cational training and apprenticeship. The resulting DDR is, for example, now a graduate of a nationally recog- skills training course not only offered an education and nized vocational training institution and able to work skills curriculum harmonized across all VTCs but was alongside other civilians at a higher level capacity. also deemed certifiable by relevant national ministries which offered a national certificate upon completion. Entrepreneur and basic business skills training National recognition and certification assured voca- Business and entrepreneurship skills training was a key tional training graduates that their skills and knowledge factor to emerge from the ex-combatant surveys not would be recog- “ Those who were trained nized anywhere in only in terms of self-employment but overall economic success as well. Key stakeholders interviewed empha- by the Commission, they the country upon sized the importance and impact of such training in do such a good job that completion assured employers and the vocational training process and professional career. other companies that are that such graduates Business skills courses aimed to raise trainee awareness well-established take them would be sufficiently and knowledge level of the various aspects of business ” (such as accounting, marketing, management and com- away [from us]. 65 educated and skilled munication) regardless of whether or not ex-combat- to perform the work they were hired to do. Employers, association leaders ants intended on starting their own businesses after and VTC staff across the board reported high levels of training. Some business skills training also aimed to satisfaction with the level of skill and professionalism impart life skills such as personal conduct and account- demonstrated by DDR vocational training graduates. 65 ability. A senior staff at a Kigali-area VTC, for example, noted that entrepreneurship training provided to “I prefer ex-combatants who have passed through ex-combatants at the end of training helps ex-combat- vocational training because they received formal ants by: 22 “raising their [ex-combatants] awareness about ness but also on the ability to generate income post- the importance of relations with the customers and training. While the majority of VTC staff interviewed other businesses.”68 agreed with the importance of quality tools and toolkits, some pointed alternative approaches with regards to According to interviews, methods of delivery for tools distributed to vocational training beneficiaries: business skills vary by training center. “While basic kits are provided upon completion of Some VTCs reported bringing in experts at various in- training, the ex-combatants need more sophisti- tervals to teach specific business skills: cated tools, which are generally very expensive. But “Business people come and teach the ex-combatants updating toolkits based on changing technology and how to start a small business, how to market their market requirements will assist ex-combatants in goods, etc.”69 better utilizing their training.” 74 “Towards the end of the program, an expert provides A few individuals offered more insights into how vo- a four day entrepreneurship course teaching the ex- cational training programs might be improved with combatants various business skills and how to find regards to tools and equipment. They recommended a job.” 70 that VTCs put more effort towards better machines and newer equipment.75 A hotel employer echoed these Other VTCs reported a more integrated approach in sentiments by urging that the situation be improved for which business skills were imparted throughout the hotel trainees who were generally not being taught in training process: modern facilities with the latest equipment which was having an adverse effect on graduates.76 “Entrepreneurship lessons are incorporated in all trades, so every student receives it.” 71 Overall, stakeholder interviews and ex-combatant surveys consistently emphasized the importance of “We have a full-time entrepreneurship, business skills providing toolkits in a timely manner to graduates of and accounting teacher. All participants receive this training programs. Without critically needed tools, training.” 72 skilled graduates may find it quite challenging to be While business skills training was not officially incor- useful and effective in their area of training and em- porated into the national DDR curriculum until 2011 ployers may pass on hiring such individuals in favor of as a requirement of WDA, VTCs have been incorpo- workers who already possess their own equipment. rating entrepreneurship and business skills into their programs in different ways and to varying degrees.73 5.2 External factors Both ex-combatant surveys and key stakeholder inter- While the quantitative survey conducted for this study views underscored the importance of including basic provided important insight into the RDRP’s vocational business and entrepreneurship skills training which not training program, there are external factors that have only enhances employability but can also provide an influenced the successful outcomes achieved by skills effective and even lucrative safety net in terms of self- training in Rwanda. These factors have directly or indi- employment. rectly created or extended the existing pathways to em- Provision of start-up tools and supplies ployment for ex-combatants. In the last decade, Rwanda has successfully reinstated socioeconomic structures The quality and quantity of essential tools and supplies that were damaged during the conflict. Coupled with provided during and after training was another key steady economic growth, this environment of peace and factor that emerged from both ex-combatant surveys stability has contributed to the successful outcomes of and key stakeholder interviews. Everyone from trainers the country’s DDR vocational training program. Ad- to trainees, employers to RDRP agreed that whether or ditionally, based on the anecdotes from the key infor- not quality tools were provided to ex-combatants had a mant interviews and observations, the ex-combatants’ profound impact on the level of training and prepared- apparent strong social and economic networks through MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 23 which employment and business opportunities are feel accepted or rejected in the community, 77.6% of shared has also allowed the ex-combatants to benefit respondents answered “accepted,” followed by “neither from the country’s economic and political stability. accepter nor rejected” with 18.9%.80 Regarding trust in Further, the government’s policy of mainstreaming vo- the community, only seven percent of the respondents cational training within its broader national develop- disagreed with the statement that “most members of the ment vision has contributed to the overall success of community can be trusted.”81 Further evidence is available DDR skills training. Parallel to the government buy-in from the results of the SEDRP Community Dynamics and national ownership, there is widespread awareness Survey that was administered in 2012. The Community among employers about the benefits of skills and vo- Dynamics Survey shows an overwhelmingly positive cational training and people with skills are valued and attitude toward the ex-combatants among the com- preferred in the private sector. munity members. According to the Survey, 92.4% of Peace and community acceptance respondents said the community accepts the ex-com- batants while the majority saw having ex-combatants The level of peace and political stability achieved in in their communities as an asset.82 The same study also Rwanda in the last decade has had a positive impact found that 91% of respondents believed there is mutual over reintegration outcomes. As the conflict has ended trust between ex-combatants and non-ex-combatants over a decade ago, Rwanda has successfully reinstated in their community and 90.0% indicated they trust ex- social harmony and repaired socioeconomic structures combatants.83 damaged during the 1990s, leading to an enabling en- vironment for reintegration. Coupled with the gov- Community acceptance of ex-combatants have had a ernment’s efforts of fostering peace and stability in significant impact on the successful outcomes of voca- the country, this environment has allowed widespread tional training. First, community acceptance has led to community acceptance of ex-combatants and therefore, relatively few and less intense psychological issues often helped the RDRC in addressing the impact of social and experienced by ex-combatants during reintegration in psychological barriers on reintegrating ex-combatants comparison to other places. This, in turn, has helped and fostering social reintegration. Further, this context RDRC allocate resources for economic activities such of peace and stability has allowed ex-combatants to as vocational training and apprenticeship program- have between five to ten years to reintegrate, and within ing instead of activities aiming to address challenges that time period, to acquire training and establish them- stemming from the psychological impact of issues selves both economically and socially. related to non-acceptance and of social reintegration. The Tracer Study conducted in 2012 provides support- Reintegration is a complex process that involves com- munity acceptance of ex-combatants, their ability to ing evidence to this assumption. The study found that participate in local events and decision-making to the majority of ex-combatants never had difficulties in con- same extent as other community members, and the centrating when working (75.2%), never had difficulties ex-combatants’ attainment of a level of economic and with talking with friends (88.1%), never had difficulties social wellbeing that is commensurate with overall with listening to people talking (82.2%), and never had community standards.77 Anecdotes from key informant difficulties with their temper (78.4%).84 Second, the ex- interviews and past surveys indicate visible and wide combatants have established economic relations with community acceptance of ex-combatants in Rwanda. the community in Rwanda. For example, the Com- A Tracer Study conducted in 2005, for example, found munity Dynamics Survey found that the people in the that the ex-combatants had reintegrated well into their community and the ex-combatants have no difficulty communities and had not experienced any discrimina- in working together.85 Social acceptance has opened tion based on their ex-combatant status.78 An SEDRP pathways to employment for ex-combatants by helping Tracer Study conducted in 2012 also supports the wide them start and maintain businesses, build socioeco- acceptance of ex-combatants in Rwandan society.79 Ac- nomic networks, and giving them access to informal cording to the Study, when asked about whether they credit and social support. 24 Profile characteristics of ex-combatants because they tend to be interested and eager to work because they have families.90 A senior member staff The commitment, discipline, and motivation of ex-com- member at Nyanza VTC observed: batants are often shaped by their age, marital status, and having families or dependents that need their support. “Civilian workers tend to stay in the job for shorter Such profile characteristics are crucial in terms of access terms to study or to find better paying jobs, while ex- to social and economic networks, informal credit and combatants, they are older, they have families and financial sources, and social and community support. they tend to stay longer.” 91 If their abilities and motivation is harnessed properly, Interestingly, comparing ex-combatants with voca- ex-combatants with such backgrounds could play a tional training and those without any skills training, a major role in establishing and maintaining a successful construction contractor who employs ex-combatants DDR process. It is in this context that the profile of ex- observed: combatants in Rwanda has been an important contex- tual factor that has contributed to the overall success of “Ex-combatants with vocational training are often vocational training. not long-term workers because they are more com- petitive in the market and they find employment Over a decade has passed since the majority of hos- in other places. Ex-combatants without vocational tilities ceased and a majority of the demobilized ex- training tend to stay longer in this job. While ex- combatants are between the ages of 30 and 40 with the combatants with vocational training can go out and average year of demobilization being 2003. Therefore, find jobs with well-established construction com- most ex-combatants received their training between panies, the others seem to stay longer as they lack their mid-20s to mid30s. The average age of ex-com- skills….Those who have been trained run off and do batants surveyed in this study was 38, with ages ranging not stay; those who were trained by the commission, from 22 to 55. These figures match the findings of the they do such a good job that other companies that 2012 Tracer Study, which showed an average age of are well-established and take them away.”92 36.86 The age profile data is in line with a previous tracer study (2005), which indicated the average age of the ex- The anecdotes from the key informant interviews combatants, at the time of the study, as 33. further indicate that ex-combatants with skills training are well organized in terms of professional networking. Further, the majority of the ex-combatants reported They are generally willing to help each other and this is being married or cohabitating, while on average the ex- more common among ex-combatants who have done combatants had three to four dependents. More than vocational training, mostly because of the time spent 80% of ex-combatants in Group A reported that they are in an official school setting with fellow ex-combatants. married (73% in Group B, 70% in Group C respective- Therefore, there is strong cooperation among the ex- ly). In the 2012 Tracer Study, the percentage of married combatants with regards to job search and employ- ex-combatant was 77.1.87 The same Tracer Study in- ment. When looking for employees, businesses that dicated parallel figures in terms of dependents of ex- combatants.88 According to the anecdotes collected hire ex-combatants often ask current or former ex-com- from key informants, marriage and having dependents batant employees to recommend them someone they are important social and cultural factors motivating ex- know or their friends from vocational training centers. combatants to find employment. A senior staff member Similarly, often ex-combatants utilized the experience at Musanze VTC, for example, stated: of vocational training and the resulting socioeconom- ic networks to quickly find employment outside the “most ex-combatants are married and have families; primary area of training. 93 they don’t want to waste time after training because they need to take care of their families, they find jobs Generally, the ex-combatants presented a demograph- quickly.” 89 ic profile that is conducive to being able to capitalize on existing economic opportunities. Therefore, the Moreover, most employers prefer hiring ex-combatants personal characteristics of individuals (disciplined, MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 25 mature, eager to work, willingness to help each other, for example, the World Bank Doing Business report etc.) and their experience of family (access to social placed Rwanda as the second easiest country to do and familial networks) have influenced the outcomes of business in Africa after Mauritius.94 Rwanda’s economy vocational training and apprenticeships and have given has remained on a strong growth path with the GDP the RDRC some degree of financial, resource and pro- growth rate increasing to 8.8% in 2011 from 7.6% in the grammatic flexibility. previous year. Economic stability In the last decade, the country has experienced what most employers and VTCs interviewed for this study Interviews and survey results indicate that ex-combat- call a “construction boom” in reference to the growing ants have benefitted from the economic growth and construction sector. More importantly, the private strong labor market in Rwanda with regards to finding sector is playing an increasingly important role in a pre- employment. An important external factor, therefore, is viously mostly state-funded construction sector. More the impact of steady economic growth and stability on private real estate developers, therefore, are in business the success of the overall DDR process. Since the early and developing major construction projects on a com- 2000s, Rwanda has made significant progress in stabi- mercial basis. Particularly in the urban areas, there is lizing and rehabilitating its formal economy, attracting a visible construction activity with many housing and more investment large-scale development projects currently underway “When they [ex-combatants] and developing or planned. According to a National Skills Survey on its private sector. Construction Sector conducted by the Rwanda Labor come out of school, the Foreign Direct Market Information System (LMIS) in 2012, the con- market absorbs them quickly Investment has struction sector is one of the fastest growing sectors in because the training adds picked up over the last five years after Rwanda’s economy and it is growing in all five prov- inces. Therefore, there is need in the sector for skilled value to them and gives them a series of regula- workers and this seems to benefit ex-combatants with ” competitiveness. 93 tory reforms that have been under- taken in various sectors of the economy, enhancing the efficiency of the business environment. In 2012, vocational training in finding employment. Interviews with training centers revealed that a consid- erable amount of ex-combatants finds employment in a relatively short period of time upon completion of vocational training in construction or related sectors. The representatives from Nyanza, Gacuriro and Apaforme VTCs, for example, all expressed that ex-combatants who receive vocational training on masonry, plumbing, carpentry, metal welding, plastering and painting, and electric installation find em- ployment almost immediately due to the growth in the construc- tion sector. Additionally, there is a growing demand for private security Kigali Memorial Centre at Gisozi, Kigali. Along agriculture and manufacturing, services in the country to guard construction is one of the top three leading sectors in Rwanda. (Photo credit: Arne Hoel) the construction sites, gated resi- dential communities, shopping 26 malls, business centers and office buildings. Most of hiring people with vocational training. This is partly private security companies employ ex-combatants as due to the efforts of WDA in developing a demand-led ex-combatants require less training on security and skilling scheme for the country’s workforce in close possess the necessary skills for the job. One member of cooperation with the private sector, which, in turn, senior management at Excellent Investments Security, has created a favorable environment for ex-combatants a private security company, expressed that the ex-com- with skills training. For example, one senior member at batants are preferred in the industry because “they [ex- Kigali Veterans Cooperative Society observed: combatants] already know security matters and have the skills needed for security jobs.” 95 “Without vocational skills, ex-combatants cannot compete in the labor market. When they have access The high number of available jobs in the private security to the skills, when they come out from vocational services sector seems to be related to the economic training school, the market absorbs them because growth and the subsequent need for private security the training adds value to them, gives them the guards. The demand for security guards has provided competitiveness…Someone who goes to vocational ex-combatants with an alternative income, giving ex- training is eager to harness the business environ- combatants financial stability while looking for jobs. ment, eager to make use of the activity, to be inno- In addition, the ex-combatants who are going through vative, and to learn about different issues. They are formal education and vocational training generally more exposed and eager than those who have not work as security guards at night and weekend shifts to received training.” 96 have an extra source of income. Another senior manager from a Kigali-area private Mainstreaming vocational training security company explained why ex-combatants As stated in the Rwandan government’s Vision 2020 with vocational skills training; are preferred by the strategy, one of the development pillars is the Human employers: Resource Development through the empowerment of “I prefer ex-combatants who have passed through individuals by implementing a national skills develop- vocational training because they received formal ment policy. It is in this context that the government training, they work better, and they have the focus. established WDA - an institutional framework with the With those who have gone through vocational task of providing a strategic response to the skills devel- training – it’s easier to work with them, and for opment challenges facing the country across all sectors them, it is easier to communicate with us. The ones of the economy. Vocational training is one of the four who have gone through training, they have the skills, strategic pillars of WDA’s mission. they have the knowledge.” 97 The WDA is planning for demand-led and competen- Further, the vocational training provided to ex-com- cy-based skills development in the country. The cur- batants is not different than the one that is provided ricula have been developed on a national scale and to civilians. Therefore, when the ex-combatants finish the programs are designed taking into account con- their training, they receive the same type of certificate sultations with employers concerning skills needs. as the civilian graduates which is nationally-recognized The WDA is working to align all training centers and and endorsed by the ministry of education or WDA. In establish a collaboration framework with regional and other words, when the ex-combatants complete their international institutions. Additionally, there are efforts training, they obtain a qualification that does not dis- to establish a national standard training equipment list tinguish them from the rest of the country, which is an which will help ensure the higher quality and adequacy important step for ex-combatants to step into civilian of equipment, machinery, consumable training materi- als and infrastructure of physical facilities. life. Therefore, the national ownership of vocational training programs has contributed to economic and The interviews with employers revealed that there is social inclusion of ex-combatants while fostering the widespread awareness of the advantages and benefits private sector buy-in. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 27 6. Conclusion DDR is a starting point to enable ex-combatants restart of perspective in terms of ex-combatants’ careers and their own personal story in a time of peace with stability their lives. One Kigali Veterans Cooperative senior staff and economic reintegration as central to that enabling member observed: process. Vocational training is essentially about creating pathways to economic reintegration. From this study “When the ex-combatants come out of vocational focusing on the Rwandan experience, it is clear that training, most go back to their village where they external factors have an important role to play in the get jobs and are oriented towards business – in their success of vocational training; but so do design factors. attitude and in their mindset. As an employer I see These design factors are likely to be applicable in DDR that difference. Vocational training gives them con- programming in general and as such will inform any fidence that they can compete in the labor market. future exploration of the effectiveness and sustain- They feel they have something to offer society. ability of DDR vocational training. In addition, this The man who has not gone through vocational study discovered that alongside the expected social and training…he has no skills…he lacks creativity, in- economic outcomes may emerge collateral outcomes novation and thirst for different issues. He cannot from DDR vocational training. forecast or plan for himself…it is difficult for him to harness his environment.” 98 This study explored how DDR architects and imple- menters can better gather an understanding of how to Staff members at the RDRP echoed this sentiment by foster key outcomes from vocational training, such as underlining that obtaining some specific skillset on a “creativity, innovation and thirst for different issues,” as one trade and graduating from VTCs increase ex-combat- ex-combatant responded. Vocational training can lead ants’ self-esteem and builds confidence in the commu- to a set of skills or ways of being in the world that link nity. 99 A senior staff member at a Kigali hotel and an economic and social performance, which consolidate employer of ex-combatants saw self-confidence as the reintegration and are generally desirable in both ex- primary distinguishing characteristic separating voca- combatant and non-ex-combatant communities alike. tional training graduates from apprenticeship gradu- This is undoubtedly a point to take forward for future ates: consideration beyond this Rwanda-focused study. “The main difference is confidence level. Vocational 6.1 Collateral training outcomes training graduates seem to have higher self-confi- dence compared to apprenticeship graduates. The According to interviews, alongside economic outcomes apprentices have lower self-confidence.” 100 emerged other outcomes from vocational training. Placing vocational training within the context of the These collateral training outcomes are related to self- confidence, independence and independence, self-reli- ex-combatant experience, a construction contractor ance, sector shifting, and social skills. offered: Self-confidence and perspective “[Vocational training graduates] do a good job which creates confidence in the community and opens op- Most key stakeholders interviewed reported observing portunity for more jobs. There are two factors – first an increase in self-confidence and independence as a the military background gives them discipline. Then, result of vocational skills training as well as a widening vocational training gives them extra self-confidence 28 and encouragement. They want to perfect their job Interviews and survey results together seem to strongly to create a new foundation for their lives.”101 indicate an increase of self-reliance among graduates of DDR vocational training in Rwanda which is reflected Another employer added that vocational training opens in increased levels of self-confidence and higher likeli- ex-combatants minds to new possibilities: hood of working independently or setting up a small “What I see in vocational training graduates is hope enterprise. for the future. Others say ‘I’ll be a security guard Skills use and sector-shifting forever,’ while ex-combatants with training have hope for a better future.”102 Self-employment often signaled a shift away from one’s skill area to another sector but sector-shifting was not Self-Reliance unique to the self-employed in Rwanda. The majority of Another notable outcome of vocational training that vocational training beneficiaries (58.5%) were found to emerged from the study was increased rates of self- currently be working in their area of training. A sizeable employment among vocational training graduates. In portion of the sample, however, was not working in addition to the higher rates of trade-, retail-, and manu- their respective skill area. It is, however, not entirely facturing-related self-employment indicated by the ex- clear from the data whether respondents left their skills combatant survey data (compared with apprenticeship areas voluntarily or out of economic necessity, and and non-VSW ex-combatants), interviews with training whether the shift was permanent. center staff and ex-combatant employers also described The survey data indicates that most vocational training how self-employment factors into the ex-combatant ex- graduates not working in their area of training would perience and indicates a higher degree of self-reliance. have preferred to use their skills suggesting that the Due in large part to business skills training, high level shift may have been involuntarily. Key stakeholders of quality of skills training and increased confidence, were the first to alert the study to the phenomenon, staff from several VTCs along with many employers ex- offering a variety of suggestions and theories for factors plained how vocational training leads more frequently and reasons that would lead to a vocational training to self-employment among vocational training ex-com- graduate abandoning their hard-earned skills to pursue batants. work in an unrelated field. “Upon completion of the course, the ex-combat- “Most [of our ex-combatant employees] continue in ants use their skills that they are trained in. Often, the field in which they were trained. But many have however, when their income goes up, they set up problems with setting themselves up or making their another enterprise to earn more income.” 103 own business because they always need capital. It’s not easy, so they move around [from job to job].”105 Some key stakeholders described self-employment as a safety net benefit of vocational training for ex-combat- “They are attracted by learning something differ- ants. ent – it makes them more competitive to learn more aspect. There are those who have been training at the “There is a higher chance of employment for [voca- same time as doing security work at security compa- tional training graduates] – even if a trained person nies – it is up to them to figure out if they keep that cannot find a job straightaway, he can be self-em- employment or use the skills they gain.” 106 107 ployed at worst…Vocational training gives the per- spective of entrepreneurship and self-employment… As the above excerpts from interviews might suggest, even with no capital, they learn that there are other vocational training graduates faced a variety of challeng- opportunities…it opens their minds. They also tend es in a growing; but uncertain economy. It is important to be more independent. Ex-combatants without to reiterate that Rwanda’s ex-combatants on average are training tend to have the feeling that they need some- not unattached youth who may survive with a fleeting one’s help.”104 odd job but rather are older, more experienced indi- MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 29 “ Even the ex-combatants viduals with growing their skills. In this way, they are able to connect families to support. with future employers and the community. In most that do not use their skills Even with proper cases, students who participate in community work – they find employment skilling and toolkits, continue working with the people they met during because [vocational such challenges can vocational training.”111 training] opens their make it virtually im- 6.2 Factors that result in success in possible for a skilled eyes and they see that they are still capable of and equipped indi- DDR vocational training vidual to secure long- something. 107 ” term employment that pays enough for supporting a family. It would thus, be much more likely to trade occasional work in their training area for per- Building capacity of local institutions DDR design should involve prioritizing a focus on capacity building of training institutions in tandem with reintegration. VTCs and workforce development manent employment in an unrelated area. agencies provide critical social, educational and voca- Other Social Capital tional infrastructure for long-term national growth and development. Partnering with existing training institu- All of the outcomes mentioned in this section appear tions from the outset builds technical capacity, saves to converge on one principal residual outcome: social time and resources, and helps to ensure institutional capital. Employers and trainers were eager to talk about anchoring for vocational programs into the future. the changes they had observed in social behavior for ex-combatants. This was not difficult to understand From a programming standpoint, this finding raises the given that most key stakeholders interviewed seemed question of whether a DDR program can be effectively to believe that skills training, income generation and implemented with early stabilization or emergency social development all went hand-in-hand, each having programming that focuses on institution building, a profound impact on the other two: such as in vocational and post-school training insti- tutes. This points to the greater goal of donor program- “Vocational training can be considered a big package ming in fragile and conflict-affected situations, which is of life skills, which allow ex-combatants to develop to build the infrastructure of the state and consolidate professionally and socially outside of the military peace while simultaneously fostering national and local setting and mindset.”108 ownership in reconstruction and development. Most employers and trainers seemed to agree that Labor market analysis skills training alone are not sufficient for long-term reintegration. Socialization, life skills, teamwork and Rwanda’s DDR program has benefitted from strong community engagement are also critical for ensuring economic growth and the capacity of the labor market that vocational training graduates can be productive to absorb ex-combatants returning to the workforce, members of society. Incidentally, they are also skills which offset the lack of market analysis to inform largely imbued by virtue of the vocational training training programming. In general, the study reiterates program and training process:109 the learning that DDR architects should consider in- corporating a labor market analysis framework for all “Just like anyone who goes to school, the experiences vocational training programs in DDR. Regular and of school, teamwork, classroom environment – all of ongoing analysis may help ensure that trainees receive these contribute. When you are in front of a teacher skills matching the current demand and tools that are or trainer, you get to develop expectations and you appropriate for the market. Additionally, DDR archi- get inspired.”110 tects should consider building flexibility into training curriculum and equipment procurement to allow for “Some students help their communities during vo- changes in market dynamics and technology. cational training…building a school or practicing 30 Literacy and numeracy training reintegration and rehabilitation process, forcing ex- combatants to remain ex-combatants for longer rather The study identifies that literacy and numeracy are the than allowing them to transition into a new civilian cornerstone of economic self-sufficiency. It follows that, profession-oriented identity. in general, DDR should also consider including manda- tory literacy and numeracy assessment and training for Post-training follow-up economically vulnerable ex-combatants prior to selec- Incorporating post-training follow-up into all aspects of tion for training. DDR with regards to vocational training can contrib- Orientation ute to sustainability of the program and more effective results. Such activities should be geared towards iden- The study finds that a vocational training framework tifying and addressing challenges, offering information for DDR must provide an orientation to all incoming counseling and advice, and ensuring that graduates trainees including information counseling and labor have the resources and information they need to be market data that would allow the trainees to make an successful. These measures may include incorporating informed decision as to which skill is the best choice. modalities to update tools and equipment for interested The application of such support should continue beneficiaries, providing labor market information, and throughout the implementation of the vocational giving financing and business management advice. training sub-component to enable ex-combatants to manage their economic opportunities. Peace, Economic growth and stability Economic support to vocational training beneficia- In post-conflict situations, instability and existing ries and their families threats to peace are regarded as serious obstacles to economic growth and development. Stability and Previous studies in the region have identified the central peace, on the other hand, help foster economic activity role families play in the economic and social reintegra- and allow the conditions for socio-economic networks tion of ex-combatants and in the context of vocational and employment opportunities to develop. While training programming. Therefore, families of ex-com- these are external factors which lie outside the scope of batants and their economic welfare should also be a DDR programs, they impact heavily on reintegration consideration in DDR. Ideally ex-combatants undergo- outcomes. Economic stability and growth have direct ing training should be enabled to do so without undue impact on the sustainability of vocational training where negative impact on their families’ economic welfare ex-combatants can find temporary jobs or employ- either by prohibiting them from earning an income ment opportunities in a variety of sectors and are not to support the family or by being conducted at a time limited to the area which requires ex-combatants to be absent at key times of training. There- (for example, harvest) from tending arable land. Provision of ‘Start-up Toolkits’ Provision of start-up toolkits that contain key tools fore, having an awareness of the dynamics in the economy, growth “ Someone who goes to vocational training... he is eager to harness the and supplies has been an integral part of most DDR patterns in key environment, eager to make programs. When DDR programs do not provide tools sectors (such as use of the activity, to be and equipment in a timely manner, the consequences construction and innovative, and to learn about can be devastating for the newly trained ex-combatant private security) different issues. [Vocational as well as the ab- in terms of lost wages and deterioration of knowledge sorbing capacity training] Graduates are and skills. The lack of toolkits and delays in distribu- tion can have psychological impacts such as a marked of the labor more exposed and eager than decline in enthusiasm and, perhaps worst of all, a loss market can inform those who have not received vocational training. 109 ” in momentum. Failure to provide tools may stall the DDR design. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 31 Profile characteristics of beneficiaries Community acceptance Age, gender, education level, and family status of ex- Pathways to employment for ex-combatants are wider combatants have direct impact on their motivation, when there is community acceptance of ex-combatants. eagerness during and after vocational training, as well Social acceptance helps ex-combatants build socioeco- as their access to social and economic support. Strong nomic networks, grow and maintain business and gives familial structures can give ex-combatants access to them access to social support. Lack of community accep- informal credit and psychological support. Similarly, tance can hamper the impact of even the most advanced education and social skills may foster ex-combatants’ vocational training programs. Therefore, an awareness return to civilian life. Such factors have significant influ- of the existing attitudes towards ex-combatants (ac- ence on success and sustainability of DDR vocational ceptance, prejudice, rejection, social stigma, attitudes training. Profile characteristics of ex-combatants, there- toward different ex-combatants groups, etc.) in the fore, can inform vocational training programming with society can inform DDR design on the type of support regards to developing tailor-made training activities or follow-up activities (social skills training, activities and reinforces training outcomes. involving the community, psychological support, etc.) that would complement vocational training. 32 Appendixes Appendix 1 - Survey Tools TDRP/RDRC Sustainability of Vocational Training Study Field Team Survey Questionnaire 18 March 2013 INSTRUCTIONS FOR FIELD WORKERS 1) Circle the correct option and write the response in 1) Shyira uruziga ku gisubizo kiricyo cyangwa mu mwanya shaded grey space provided. 2) Andika igisubizo mu nyuguti nkuru 2) Write all responses in CAPITAL PRINT and in ENGLISH 3) Andikisha ikaramu y’Igiti 3) Write with a pencil 4) Koresha imibare ikurikira kubyaburiwe igisubizo 4) Use the following codes for missing values: -99 SIMBIZI -99 DO NOT KNOW -98 NTA GISUBIZO -98 NO RESPONSE -97 NTIBIKORESHWA -97 NOT APPLICABLE 5) Utuzu dusizemo ibara ryijimyeniho wandika igisubizo 5) All grey space/shaded blocks must have a response in the block. 6) Iyo ubazwa atanze ibisubizo byinshi ku kibazo, byandike ubikurikiranye nkuko abiguhaye. 6) When respondents have multiple answers for a single question, please rank their choices in the order of 7) Ibisubizo bigomba gutorankwamo igisubizo cy’ikibazo importance and follow the routing rules according to their bigomba gusomwa uranguruye ijwi. Reka ubazwa yihitiremo first choice. igisuzibizo hanyuma umubaza akigaragaze. 7) (RD) = Choices of these questions must be read out loud. For all other questions, please let the respondents offer their own answers first. The interviewer then will fit the response into the best choice available. 1.0 Did you receive vocational training during DDR? 1.0 Waba warigishijwe imyuga mugihe cyo gusubizwa mubuzima busanzwe? 1 = Yes, vocational training / Yego nize imyuga mugihe cy’amezi 6. 1 !Survey A 2 = Yes, apprenticeship / Yego nize imyuga mugihe cy’amezi 6. 2 !Survey B 3 = Neither / Ntayo nigeze niga 3 !Survey C 1. ADMINISTRATION 1.1 Respondent’s name GIVEN NAME 1.1a Izina ry’ubazwa Izina rya gikristu FAMILY NAME 1.1b Izina ry’Umuryango 1.2 Respondent’s Demobilization ID number 1.2 Nomero y’ikarita yogusezerwaho 1.3 Respondent’s year of demobilization Enter raw number of years 1.3 Umwaka wasezerewemo 1.4 How many years did you collectively spend in the military/armed group? 1.4 Wamaze imyaka ingahe mu gisirikare/mu mutwe witwaje intwaro? 1.5 What category of demobilized soldier are you in? Wari muwuhe mutwe wagisirikare? 1.5 1 = Ex–military / Abashubijwe mubuzima busanzwe bavuye mungabo z'igihugu 2 = Ex–Armed Group / Abashubijwe mubuzima busanzwe bitandukanije n’abitwaje intwaro 1.6 Name of Sample point 1.6 (Write sample point & get code from sample list) MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 33 SURVEY (A) :: VOCATIONAL TRAINING GROUP 2. DEMOGRAPHIC INFORMATION 2.1 Gender of the demobilized soldier? Igitsina? 2.1 1 = Male / Gabo 2 = Female / Gore 2.2 How old were you on your last birthday? Enter raw number of 2.2 Ufite imyaka ingahe y’amavuko? years 2.3 Are you disabled? Waba ufite ubumuga? 2.3 1 = Yes / yego 2 = No / oya 2.4 What is your relationship status? Irangamimerere yawe ni iyihe? 2.4 1 = Married / Ndubatse 4 = Separated / Twatandukanye byemewe n’amategeko 2 = Co-habiting / Mubana bitemewe n’amategeko 5 = Widowed / Umupfakazi 3 = Divorced / Twatandukanye byemewe 6 = Never married / Ingaragu n’amategeko DEPENDENTS (A dependent is any family members including spouse, children (biological or adopted) and other relatives that depend on you) Abagize umuryango barimo umugore,abana(wibyariye cyangwa abo urera)nabandi mufitanye isano bari munshingano zawe. 2.5 How many dependents do you currently have? Enter raw number 2.5 Abagukomokaho (wibyariye cyangwa abo urera) nibangahe? EDUCATION 2.6 Can you read and/or write? Waba uzi gusoma no kwandika 2.6 1 = No 2 = Read only 3 = Read and write 2.7 What is the highest level of education you have completed? 2.7 Ni ikihe cyiciro cyo hejuru cy’amashuri ufite? 0 = none 5 = P5 10 = S4 1 = P1 6 = P6 11 = S5 2 = P2 7 = S1 12 = S6 3 = P3 8 = S2 13 = Tertiary 4 = P4 9 = S3 14 = Vocational school 2.8 (RD) When did you get the above-mentioned education? Niryari warangije ikiciro cyavuzwe hejuru? 2.8 1 = Before I received my vocational training / Mbere y’Amashuri y’Imyuga 2 = At the same time as my vocational training / mugihe kimwe nicy’amashuri y’Imyuga 3 = After my vocational training / Nyuma y’Amashuri y’Imyuga 2.9 Are you currently continuing your studies? / Uracyakomeje amasomo? 2.9 1 = Yes / yego 2 = No / oya 2" Q 3 .1a 2.10 If yes, what kind of studies are these? / Niba ari yego, ni ayahe masome? 2.10 If not on list, specify 1 = Formal academic education / Amashuri asanzwe the response 2 = Vocational training / Amashuri y’imyuga 3 = Apprenticeship / Ubumenyingiro 2.11 What agency/institution is providing you with this education or training? 2.11 Nibande cyangwa ikigo kiguha inkunga yo kwiga? Specify the response -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 34 SURVEY (A) :: VOCATIONAL TRAINING GROUP 3. VOCATION 3.1a What is your employment status? / Akazi kawe gateye gate? 3.1a If two or more options better describe the respondent, then add in two or more codes. 1 = Unemployed / ntakazi 2 = Studying/training / ndiga 3 = Housewife/ working in the home / umugore wo mu rugo / umukozi wo mu rugo 4 = Retired (but not economically active) / mu kiruhuko cy’izabukuru 5 = Employed working for employer (agriculture) / umuhinzi wa nyakabyizi 6 = Employed working for employer (private sector) / nkorera ibigo byigenga 7 = Employed working for employer (public sector) / nkorera ibigo bya Leta If only 8 = Self-employed (agriculture) / ndikorera mu byubuhinzi 1"Q 3.4 9 = Self-employed (fisheries) / ndikorera mu burobyi bw’Amafi 10 = Self-employed –(trade) / Ndikoresha mubucuruzi If only 11 = Self-employed – (retail) / kudandaza 2, 3, 4 12 = Self-employed –(manufacture) / ubukorikori " 4.1 13 = Involved in or reliant on the informal economic sector / Ubucuruzi butanditse 14 = Supplementing income through subsistence activities / Utundi turimo tunyunganira If 8~13 15 = Other (please specify) / Ibindi, bisobanure " 3 . 10 3.1b Other (please specify) 3.1b 3.2 Are you working the whole year through? / Waba ukora umwaka wose? 3.2 1 = Yes / yego 2 = No / oya 3.3 What percentage of the family income do you contribute? 3.3 Ujanishije, ni amafaranga angahe winjiza mu muryango wawe? Enter raw number of percentage, 100% represents sole breadwinner 3.4 Have you ever worked in your area of training you received during vocational training? 3.4 Waba arigeze ukorera akazi muri aka karere cg umurenge wigiramo imyuga ya amezi 6? 1 = Yes / yego 2 = No / oya 3.5 If yes, for how long (in months) did you work in your area of training before changing occupation 3.5 Niba ari yego, wakoreye mugihe kingana gute (mu mezi angahe) mbere yuko uhindura ukajya kwiga? FOR UNEMPLOYED ONLY (if answers 1 to Q3.0 above) 3.6 How long (in months) have you been unemployed? / Ni amezi angahe umaze utagira akazi? 3.6 (If in weeks, round up to nearest month.) 3.7 Since demobilization, have you ever worked? / Kuva usezerewe, wari wabonaho akazi? 3.7 1 = Yes / yego 2 = No / oya 2" Q 34.1a 3.8 Was your last job in your area of training you received during vocational training? 3.8 Akazi wabonye bwanyuma kaba kajyanye n’ amashuri y’Imyuga wize? 1 = Yes, area of vocational training / Ibijyanye n’ amashuri y’Imyuga. 2 = No, not in area of vocational training / Ntibijyanye n’ amashuri y’Imyuga. 3.9 What do you think are your chances of finding a job in the near future? 3.9 Utekereza ko amahirwe yawe yo kubona akazi ejo hazaza ameze ate? 1 = Good / Neza 2 = Poor / Nabi FOR EMPLOYED & SELF-EMPLOYED ONLY -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 35 SURVEY (A) :: VOCATIONAL TRAINING GROUP 3.10 In which of the following sectors do you engage in some form of income generation? 3.10 N’izihe inzira winjirizamo amafaranga muri ubu bukurikira? (Enter as many as is relevant in order of importance beginning with the main area of work and then the subsequent types of work. For example, 4, 1 (that is, mechanic and crop farming).) 1 = Crop farming / Ubuhinzi 14 = Shoe repair / kudoda inkweto 2 = Livestock farming / Ubworozi 15 = Photo-printing / gukora 3 = Fisher / Uburobyi 16 = Electrician / gukora amashanyarazi 4 = Mechanic / Ubukanishi 17 = Masonry / ubwubatsi 5 = Carpenter / Ububaji 18 = Catering/hospitality / ubutetsi/gutegura 6 = Welder / Ubusuderi amafunguro 7 = Shoemaker / Gukora inkweto 19 = Private Security / Umutekano usanzwe nko 8 = Plumbing / Gukora ibijyanye n’amazi ubuzamu 9 = Food processing / gutunganya amafunguro 10 = Hairdressing/salon / Gukora ibijyanye Other specify and rank n’imisatsi X= 11 = Driving / Ubushoferi Y= 12 = Tailoring / Ubudozi Z= 13 = Textile-weaving / Kudoda no gufuma imyenda FOR SELF-EMPLOYED ONLY 3.11 How much knowledge would you consider yourself to possess on the following skills? Wiyumvamo ubumenyi bungana iki muri ibi bikurikira? 0 = None / ntabwo, 1 = Little / buke, 2 = Some / hari ibyo nzimo, 3 = A lot / bwinshi 3.11a Marketing / Gushaka amasoko 3.11a 3.11b Accounting/Budgeting / ibarura ry’Icunga mutungo 3.11b 3.11c Communication / Itumanaho 3.11c 3.11d Management / imicungire/ubugenzuzi 3.11d 3.12 What other business skills do you possess and at what level? Ese ni ubuhe bumenyi bundi ufite kumwuga wubucuruzi? 3.12a Skill 3.12a 3.12b Level 0 = None / ntabwo; 3.12b 1 = Little / buke; 2 = Some / hari ibyo nzimo; 3 = A lot / bwinshi 3.13 If training on business skills were provided for free, what skills would you like to learn? 3.13 Ese ubonye ishuri ry’imyuga kubuntu, ni uwuhe mwuga wahitamo kwiga? 0 = None / ntawo 5 = Others. Please specify and rank. 1 = Marketing / Gushaka amasoko 2 = Accounting/Budgeting / ibarura ry’Icunga mutungo 3 = Communication / Itumanaho 4 = Management / imicungire/ubugenzuzi 4. SKILLS AND VOCATIONAL TRAINING -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 36 SURVEY (A) :: VOCATIONAL TRAINING GROUP 4.1a (RD) Have you ever used/ Are you using the skills you were trained in or the education you received during 4.1a reintegration? / Waba warigeze gukoresha cyangwa waba ukoresha ubumenyi wahawe mugihe wasubizwaga mu buzima busanzwe? 1 = I have used it, but not any more / narabukoresheje ariko sinongeye If 1 or 2 " 2 = I am currently using it / ndabukoresha Q 4.2a 3 = No, I never used it after the training / oya sindabukoresha 4.1b If no, please explain / Niba ari oya sobanura 4.1b Specify the response: Issue with the quality of vocational training or supports/tools provided Specify the response: Issue with my interest or availability Specify the response: Issue with the availability of work Specify the response: Other 4.2a Casting your mind back to when you were selecting your preferred option for vocational training, what option 4.2a did you choose and why? (If multiple, please rank.) / Ni uwuhe mwuga wahisemo kandi kuki ariwo wahisemo? 1 = Crop farming / Ubuhinzi 11 = Driving / Ubushoferi 4.2b. Other specify and rank 2 = Livestock farming / Ubworozi 12 = Tailoring / Ubudozi X= 3 = Fisher / Uburobyi 13 = Textile-weaving / Kudoda no Y= 4 = Mechanic / Ubukanishi gufuma imyenda Z 5 = Carpenter / Ububaji 14 = Shoe repair / kudoda inkweto 6 = Welder / Ubusuderi 15 = Photo-printing / gukora 7 = Shoemaker / Gukora inkweto amaphoto/amashusho 8 = Plumbing / Gukora ibijyanye n’amazi 16 = Electrician / gukora 9 = Food processing / gutunganya amashanyarazi amafunguro 17 = Masonry / ubwubatsi 10 = Hairdressing/salon / Gukora ibijyanye 18 = Catering/hospitality / ubutetsi/ n’imisatsi gutegura amafunguro 4.2c Please explain why. 4.2c 4.3a Had you been aware of the advantages of vocational training before you registered for the training? 4.3a Ese wari uzi ibyiza by’Imyuga mbere yukuyiga? 1 = Yes / yego 2 = No / oya If 2 " Q 4.4 4.3b If yes, what kind? Please explain what they were / Niba ari yego ni uwuhe. Gerageza gusobanura. 4.3b 4.4 (RD) Did the orientation you received help you make a better decision on what kind of vocational training to 4.4 register for? / Ubusonuro wahawe bwaba bwaragufashije mugufata umwanzuro mwiza kumashuri y’imyuga? -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 37 SURVEY (A) :: VOCATIONAL TRAINING GROUP 0 = I did not receive an orientation / Nta busobanuro nahawe 1 = Yes, it helped me make a good decision / Yego, byaramfashije mugufata umwanzuro mwiza 2 = Yes, it helped to some extent / Yego bifite uko byamfashije 3 = No, it did not help / Oya, ntacyo byamfashije 4.5a Were you given vocational training in your first area of choice? 4.5a Ese wahawe amasomo y’Imyuga mubyo wahisemo? 1 = Yes / yego 2 = No / oya 1 " Q 4.6a If no, please explain. (Why and what type of training did you end up receiving?) niba ari oya, tanga ubusobanuro (ni uwuhe mwuga wigishijwe?) 4.5b Reason 4.5b 4.5c What type 4.5c 4.6a In what month and year did you respectively start and Start: Month Year 4.6a 4.6b finish the vocational training? Ni mukuhe kwezi numwaka watangiriyemo End: Month Year 4.6b amasomo nuwo wasozerejemo? 4.7 From what organisation did you receive vocational training? 4.7 Nikihe kigo cyaguhaye amasomo y’Imyuga? 1 = New Hope 7 = Nyanza VTC 13 = Ngarama VTC 2 = Rwabuye VTC 8 = Gako Organic Farming 14 = MPANDA VTC 3 = Karengera VTC 9 = Universal Beauty Academy 15 = SABANA VTC 4 = APAFORME 10 = Samuduha Integrated College 16 = ETEFOP 5 = Gacuriro VTC 11 = St. Joseph Technical Institute 17 = Kibali VTC 6 = Amizero Training 12 = KICUKIRO IPRC 4.8a (RD) Was the training what you expected? / Ese amasomo wasanze ajyanye nibyo watekerezega? 4.8a 1 = Yes, it was more than what I expected / Yego, birenze uko nabitekerezaga 2 = Yes, it met my expectation / Yego, nabonye ibyo nifuzaga/natekerezega 3 = No, it disappointed me / Oya, ibyo natekerezaga sibyo nabonye 4 = I didn’t have an expectation / Ntabyo natekerezaga 4.8b If yes, please explain what aspect met your expectation. If no, please explain why not: Niba ari yego, sobanura niki cyahuje nibyo watekerezaga. Niba ari oya garaza impamvu 4.8b 4.9a Did you have time to conduct your own work while you were receiving vocational training? 4.9a Wigeze ubona umwanya wo gukora ibyawe mugihe wigaga mu Ishuli ry’Imyuga? 1 = Yes / yego 2 = No / oya 1 "4.10a 4.9b If no, would it have made any difference if you had been able to work? 4.9b Niba ari oya, byaba hari itandukaniro byatanze niba warakoraga? 1 = Yes / yego 2 = No / oya 4.9c Please explain why it would or would not have made any difference. Sobanura impamvu yimpinduka wabonye cyangwa utabonye ugereranije nigihe cyo gusubizwa muzima busanzwe 4.9c 4.10a Concurrently with your vocational training did you receive any other form of support from any other 4.10a organization? / Ese usibye imashuri ry’imyuga, hari irindi shuri/umwuga waba warabonye iva mu bigo bitandukanye? -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 38 SURVEY (A) :: VOCATIONAL TRAINING GROUP 1 = Yes / yego 2 = No / oya 2"Q4.11a 4.10b What kind of training and what organization provided the support? / 4.10b ni uwuhe mwuga? Iyi nkunga wayihawe nande? 4.11a (RD) After receiving vocational training could you use that training to support you and your family or 4.11a generate any income? Nyuma y’amasomo y’imyuga, waba ukoresha ayo masomo/ubumenyi mugufasha umuryango? 1 = Yes, totally / Yego muri byose If 1 or 2 2 = Yes, to some extent / Yego, murugero " 3 = No / Oya Q4.12a 4.11b If no, please explain why not / Niba ari oya sobanura 4.11b (If more than one code fits the answer enter all codes) 1 = I was not skilled enough after vocational training / Sinahawe ubumenyi buhagije 2 = There was no opportunity where I lived to use my skill from vocational training / Nta mahirwe nabonye yo gukoresha ubumenyi bw’imyuga qaho nabaga. 3 = I needed cash/capital/tools to use my skill from vocational training / Nari nkeneye igishoro kugira ngo nkoreshe ubumenyi nawe mu myuga 4 = I did not want to use the skill I received through my vocational training Sinashakaga gukoresha ubumenyi nahawe mu myuga 5 = I was not physically well enough to use the skill I received through my vocational training / Sinari meze neza kumubiri kuburyo nakoresha ubumenye bw’imyuga 6 = Other, please specify in the box below 4.11c Please elaborate further if relevant / Sobanura bihagije ibyerekeranye nabyo 4.11c 4.12a In the time after you completed your vocational training, did you receive any follow-up or assistance from the 4.12a trainers or the institute where you received your training? Ese kuva urangije amasomo y’imyuga waba arabonye ubufasha cyangwa gukurikiranwa na mwarimo ngo arebe ko ukora? 1 = Yes / yego 2 = No / oya 2"Q4.13 4.12b If yes, please describe the follow-up or additional assistance (Record response below) 4.12b Niba ari yego, sobanura uburyo yagukurikiranye/wafashijwe 4.13 (RD) In comparison to when you started vocational training (during DDR) how would you assess your 4.13 current economic situation? / Ugereranije nigihe watangiraga imyuga, nikihe kigereranyo urimo muburyo bwubutunzi? 1 = Much poorer / Umukene nyakujya 3 = Stay the same / 4 = Richer / Umukire 2 = Poorer / Umukene Ntacyahindutse 5 = Much richer / Umukire cyane 4.14a (RD) What type of information counseling did you receive during vocational training? 4.14a Nibuhe bujyanama wahawe igihe cy’amasomo y’imyuga? -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 39 SURVEY (A) :: VOCATIONAL TRAINING GROUP 0 = None / Ntabwo 4.14b. If 5 (Other) then specify: 1 = Human Rights / Uburenganzira bwa muntu 2 = Health / Ubuzima 3 = HIV/AIDS / SIDA 4 = Gender / Uburinganire/Igitsina 5 = Other / Ibindi 4.15a What did you find specifically helpful in the vocational training? If multiple, please rank. 4.15a Niki wasanze ari ingenzi mu masomo y’imyuga? Niba aribyinshi bikurikiranye. 0 = None / ntacyo 1 = Improvement in occupational skills / Ubwiyongere bw’ubumenyi bw’imyuga 2 = Improvement in business skills / Ubwiyongere bw’ubumenyi bubucuruzi 3 = Moral /Psychological support / Impanuro nziza 4 = Improvement in the awareness of the market / Ubwiyonere mubumenyi bw’amasoko 5 = Communication with people of the same vocational interest / kuvugana n’abantu dusangiye umwuga 6 = Other 4.15b. If 6 (Other) then please specify and rank: 4.15b 4.16 What do you think should be improved during the training process? 4.16 Niki cyavugururwa mugihe cyo gutanga amasomo? 4.17 (RD) Did your vocational training center provide entrepreneurship courses during the training? 4.17 Ikigo mwizeho cyaba cyarabahaye amasomo yo Kwihangira umurimo mugihe mwigaga? 0 = No, I didn’t receive any / oya, ntanarimwe 1 = Yes, but limited amount / yego, ariko make 2 = Yes, I received the right amount of entrepreneurship course / Yego, narayabonye ahagije 4.18a Have you received entrepreneurship training at other institutes after reintegration? If yes, please provide 4.18a details. Ese hari inyigisho wahawe zo gukora imishinga mukigo icyaricyo cyose nyuma yogusubizwa muzima busanzwe? 0 = No, I have not / / oya ntazo nahawe 1 = Yes, I have / yego narazihawe 4.18b What kind? / Ni izihe? 4.18b 4.18c When? / Ryari? 4.18c 4.18d Institution? / Mukihe kigo? 4.18d 4.19 (RD) Did your vocational training include practical work? / 4.19 Ese mu masomo y’imyuga habagaho kwitoza kuyashyira mubikorwa? 0= No / oya 1= Yes, but limited / yego ariko gake 2= Yes, and it was enough / yego, kandi yari hagije 4.20 When encountering career/business problems after vocational training, would you ask the vocational training 4.20 center for help? / Ese iyo muhuye n’ikibazo mukazi kajyanye nibyo mwize, mujya musaba ubufasha mubigo mwizemo? 0 = No, not at all / oya nta narimwe 1 = Yes, I would / yego -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 40 SURVEY (A) :: VOCATIONAL TRAINING GROUP Do you agree or disagree with the following statement? Uremeranya/Ntiwemeranya nibi bikurikira? (4.21a~4.21f): 1 = Agree,Turemeranya; 2 = Disagree, Ntitwemeranya 4.21a The vocational training has increased my competitiveness to find a job. 4.21a Amasomo y’imyuga yanyongereye ubushobozi mugukora neza. 4.21b The vocational training has increased my confidence. 4.21b Amasomo y’imyuga yanyongereye gushira amanga 4.21c I have obtained more trust from my family after vocational training. 4.21c Amasomo y’imyuga yanyongereye kugirirwa ikizere mu muryango wanjye. 4.21d I have obtained more trust from my community after vocational training. 4.21d Amasomo y’imyuga yanyongereye kugirirwa ikizere mubaturagye aho ntuye. 4.21e The vocational training has improved my overall ability regardless of whether I am using the skills in my 4.21e current job / Amasomo y’imyuga yanyongereye ubushobozi muri byose udashingiye ko naba mbukoresha mukazi kanjye cg ntabukoresha 4.21f I have got to know more people since vocational training. 4.21f Byampaye kumenya abantu kuva mpawe amasomo yimyuga 4.22 Are you in a cooperative? / Waba hari koperative ubarizwamo? 4.22 1 = Yes / yego 2 = No / oya 2"Q4.24 4.23 (RD) Do you think being in a cooperative facilitates you using the skills learned and increases your 4.23 business income? / Utekereza ko kuba muri koperative byagufashije gukoresha ubumenyi wabonye mumyuga ndetse bikongera umusaruro mubucuruzi? 0 = No, not at all / oya, nta nakimye 1 = Yes, but it only facilitates me to use the skills / yego,ariko byamfashije mugukoresha ubumenyi 2 = Yes, but it only help to increase my business profit / Yego ariko byamfashije kungera inyungu mubucuruzi 3 = Yes, it facilitates both / yego byaramfashije muri byose. 4.24 Remembering when you received vocational training, do you think that was the kind of support or training 4.24 that you most needed or could you have better used some other kind of support instead to help you? Ese uratekereza ko ishuli ry’imyuga wahawe ko ariyo nkunga wari ukeneye cyane cyangwa hari indi nkunga wakoresheje iyiruta? 1 = This was the kind of support I most needed / Iyi niyo nkunga nari nkyeneye cyane 2 = I could have used some other kind of support more / Nari nara koresheje indi nkunga 4.25 Please elaborate why this is the case including identifying (if relevant) the kind of support you would have preferred and why you didn’t get it / Sobanura kandi ugaragaze inkunga wari ukeneye cyane kuruta iyo wabonye kandi uvuge n’impamvu Atariyo wahawe. 4.25 4.26 (RD) If all the activities were available to you, which one would you choose? Please rank. 4.26 Ese iyo ibikorwa bibonekeye rimwe kuri ibi bikurikira n’ikihe wahitamo? 1 = Apprenticeship/ Vocational training / Imyuga 2 = Savings group / Amatsinda yo kwizigama 3 = Lending group / Amatsinda yo kugurizanya 4 = Cash transfer / Uburyo bwo kohereza no kwakira amafaranga 5 = Production cooperative / koperative ibyara umusaruro 4.28 In comparison with other ex-combatants, how would you evaluate your economic situation? 4.28 Ugereranije n'abashubijwe mu buzima busanzwe, ubona ubutunzi bwawe buhagaze gute? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 41 SURVEY (A) :: VOCATIONAL TRAINING GROUP 5. COMPARATIVE SELF-RATINGS 5.1 (RD) How would you say you are doing economically in comparison to others in your community? 5.1 Ni muruhe rugero wavuga ko utera imbere mubutunzi/imibereho ugereranije nabandi baturage aho mutuye? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose 5.2 Consider a 9-step 5.2a Food (currently) / Ibiryo (kugeza ubu) 5.2a ladder where on the bottom, the first step, 5.2b Food (3 years ago) / Ibiryo (imyaka 3 ishize) 5.2b stand the poorest people, and on the 9th 5.2c Housing (currently) / Inzu (kugeza ubu) 5.2c step, the top, stand the richest. Which step are 5.2d Housing (3 years ago) / Inzu (mu myaka 3 ishize) 5.2d you currently at and were you at three years 5.2e Clothing (currently) / Kwiyambika (kugeza ubu) 5.2e ago on the following aspects? / 5.2f Clothing (3 years ago) / Kwiyambika (mumyaka 3 ishize) 5.2f Ibaze urwego rugizwe n’intambwe 9 5.2g Money (currently) / Amafaranga (kugeza ubu) 5.2g ahourtambwe rubanza ari ubakene cyane 5.2h Money (3 years ago) / Amafaranga (mumyaka 3 ishize) 5.2h hanyuma urutambwe rwa 9 ari abakire 5.2i Health (currently) / Kwita kubuzima (kugeza ubu) 5.2i cyane. Ni uruhe rutambwe uriho, kandi 5.2j Health (3 years ago) / Kwita kubuzima (mumyaka 3 ishize) 5.2j uruhe wariho mu myaka itatu ishize? 5.3a Do you think your economic situation will change in the future? 5.3a Uratekereza ko imitere y’ubukungu bwawe izahinduka neza mugihe kizaza? 1 = Yes / yego 2 = No / oya 5.3b Please explain. 5.3b THANK YOU! ENUMERATOR’S CODE SUPERVISOR’S CODE DATA CODERS CODE DATA CAPTURER CODE Date of interview Date of quality control Date of quality coding Date of data entry ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 dd mm dd mm dd mm dd mm -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 42 SURVEY (B) :: APPRENTICESHIP GROUP TDRP/RDRC Sustainability of Vocational Training Study Field Team Survey Questionnaire 18 March 2013 INSTRUCTIONS FOR FIELD WORKERS 1) Circle the correct option and write the response in 1) Shyira uruziga ku gisubizo kiricyo cyangwa mu mwanya shaded grey space provided. 2) Andika igisubizo mu nyuguti nkuru 2) Write all responses in CAPITAL PRINT and in ENGLISH 3) Andikisha ikaramu y’Igiti 3) Write with a pencil 4) Koresha imibare ikurikira kubyaburiwe igisubizo 4) Use the following codes for missing values: -99 SIMBIZI -99 DO NOT KNOW -98 NTA GISUBIZO -98 NO RESPONSE -97 NTIBIKORESHWA -97 NOT APPLICABLE 5) Utuzu dusizemo ibara ryijimyeniho wandika igisubizo 5) All grey space/shaded blocks must have a response in the block. 6) Iyo ubazwa atanze ibisubizo byinshi ku kibazo, byandike ubikurikiranye nkuko abiguhaye. 6) When respondents have multiple answers for a single question, please rank their choices in the order of 7) Ibisubizo bigomba gutorankwamo igisubizo cy’ikibazo importance and follow the routing rules according to their bigomba gusomwa uranguruye ijwi. Reka ubazwa yihitiremo first choice. igisuzibizo hanyuma umubaza akigaragaze. 7) (RD) = Choices of these questions must be read out loud. For all other questions, please let the respondents offer their own answers first. The interviewer then will fit the response into the best choice available. 1.0 Did you receive vocational training during DDR? 1.0 Waba warigishijwe imyuga mugihe cyo gusubizwa mubuzima busanzwe? 1 = Yes, vocational training / Yego nize imyuga mugihe cy’amezi 6. 1 !Survey A 2 = Yes, apprenticeship / Yego nize imyuga mugihe cy’amezi 6. 2 !Survey B 3 = Neither / Ntayo nigeze niga 3 !Survey C 1. ADMINISTRATION 1.1 Respondent’s name GIVEN NAME 1.1a Izina ry’ubazwa Izina rya gikristu FAMILY NAME 1.1b Izina ry’Umuryango 1.2 Respondent’s Demobilization ID number 1.2 Nomero y’ikarita yogusezerwaho 1.3 Respondent’s year of demobilization Enter raw number of years 1.3 Umwaka wasezerewemo 1.4 How many years did you collectively spend in the military/armed group? 1.4 Wamaze imyaka ingahe mu gisirikare/mu mutwe witwaje intwaro? 1.5 What category of demobilized soldier are you in? Wari muwuhe mutwe wagisirikare? 1.5 1 = Ex–military / Abashubijwe mubuzima busanzwe bavuye mungabo z'igihugu 2 = Ex–Armed Group / Abashubijwe mubuzima busanzwe bitandukanije n’abitwaje intwaro 1.6 Name of Sample point 1.6 (Write sample point & get code from sample list) -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 43 SURVEY (B) :: APPRENTICESHIP GROUP 2. DEMOGRAPHIC INFORMATION 2.1 Gender of the demobilized soldier? Igitsina? 2.1 1 = Male / Gabo 2 = Female / Gore 2.2 How old were you on your last birthday? Enter raw number of 2.2 Ufite imyaka ingahe y’amavuko? years 2.3 Are you disabled? Waba ufite ubumuga? 2.3 1 = Yes / yego 2 = No / oya 2.4 What is your relationship status? Irangamimerere yawe ni iyihe? 2.4 1 = Married / Ndubatse 4 = Separated / Twatandukanye byemewe n’amategeko 2 = Co-habiting / Mubana bitemewe n’amategeko 5 = Widowed / Umupfakazi 3 = Divorced / Twatandukanye byemewe 6 = Never married / Ingaragu n’amategeko DEPENDENTS (A dependent is any family members including spouse, children (biological or adopted) and other relatives that depend on you) Abagize umuryango barimo umugore,abana(wibyariye cyangwa abo urera)nabandi mufitanye isano bari munshingano zawe. 2.5 How many dependents do you currently have? Enter raw number 2.5 Abagukomokaho (wibyariye cyangwa abo urera) nibangahe? EDUCATION 2.6 Can you read and/or write? Waba uzi gusoma no kwandika 2.6 1 = No 2 = Read only 3 = Read and write 2.7 What is the highest level of education you have completed? 2.7 Ni ikihe cyiciro cyo hejuru cy’amashuri ufite? 0 = none 5 = P5 10 = S4 1 = P1 6 = P6 11 = S5 2 = P2 7 = S1 12 = S6 3 = P3 8 = S2 13 = Tertiary 4 = P4 9 = S3 14 = Vocational school 2.8 (RD) When did you get the above-mentioned education? Niryari warangije ikiciro cyavuzwe hejuru? 2.8 1 = Before I completed my apprenticeshp / Mbere yuko ndangiza kwiga amashuri y’Imyuga 2 = At the same time as my apprenticeship / Mugihe kimwe nicy’amashuri y’Imyuga 3 = After my apprenticeship / Nyuma yo kurangiza Amashuri y’Imyuga 2.9 Are you currently continuing your studies? / Uracyakomeje amasomo? 2.9 1 = Yes / yego 2 = No / oya 2" Q 3 .1a 2.10 If yes, what kind of studies are these? / Niba ari yego, ni ayahe masome? 2.10 If not on list, specify 1 = Formal academic education / Amashuri asanzwe the response 2 = Vocational training / Amashuri y’imyuga 3 = Apprenticeship / Ubumenyingiro 2.11 What agency/institution is providing you with this education or training? 2.11 Nibande cyangwa ikigo kiguha inkunga yo kwiga? Specify the response -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 44 SURVEY (B) :: APPRENTICESHIP GROUP 3. VOCATION 3.1a What is your employment status? / Akazi kawe gateye gate? 3.1a If two or more options better describe the respondent, then add in two or more codes. 1 = Unemployed / ntakazi 2 = Studying/training / ndiga 3 = Housewife/ working in the home / umugore wo mu rugo / umukozi wo mu rugo 4 = Retired (but not economically active) / mu kiruhuko cy’izabukuru 5 = Employed working for employer (agriculture) / umuhinzi wa nyakabyizi 6 = Employed working for employer (private sector) / nkorera ibigo byigenga 7 = Employed working for employer (public sector) / nkorera ibigo bya Leta If only 8 = Self-employed (agriculture) / ndikorera mu byubuhinzi 1"Q 3 . 4 9 = Self-employed (fisheries) / ndikorera mu burobyi bw’Amafi 10 = Self-employed –(trade) / Ndikoresha mubucuruzi If only 11 = Self-employed – (retail) / kudandaza 2, 3, 4 12 = Self-employed –(manufacture) / ubukorikori " 4 .1a 13 = Involved in or reliant on the informal economic sector / Ubucuruzi butanditse 14 = Supplementing income through subsistence activities / Utundi turimo tunyunganira If 8~13 15 = Other (please specify) / Ibindi, bisobanure " 3 . 10 3.1b Other (please specify) 3.1b 3.2 Are you working the whole year through? / Waba ukora umwaka wose? 3.2 1 = Yes / yego 2 = No / oya 3.3 What percentage of the family income do you contribute? 3.3 Ujanishije, ni amafaranga angahe winjiza mu muryango wawe? Enter raw number of percentage, 100% represents sole breadwinner 3.4 Have you ever worked in the area of training you received during your apprenticeship? 3.4 Waba arigeze ukorera akazi muri aka karere cg umurenge wigiramo imyuga ya amezi 4? 1 = Yes / yego 2 = No / oya 3.5 If yes, for how long (in months) did you work in your area of training? 3.5 Niba ari yego, wakoreye mugihe kingana gute (mu mezi angahe) mbere yuko uhindura ukajya kwiga? FOR UNEMPLOYED ONLY (if answers 1 to Q3.0 above) 3.6 How long (in months) have you been unemployed? / Ni amezi angahe umaze utagira akazi? 3.6 (If in weeks, round up to nearest month.) 3.7 Since demobilization, have you ever worked? / Kuva usezerewe, wari wabonaho akazi? 3.7 1 = Yes / yego 2 = No / oya 2 "Q 4.1a 3.8 Was your last job in your area of training you received during apprenticeship? 3.8 Ese akazi uheruka mbere yokwiga kari gaherereye hafi yahoo wigira imyuga? 1 = Yes, area of apprenticeship / yego 2 = No, not in area of apprenticeship / oya 3.9 What do you think are your chances of finding a job in the near future? 3.9 Utekereza ko amahirwe yawe yo kubona akazi ejo hazaza ameze ate? 1 = Good / Neza 2 = Poor / Nabi -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 45 SURVEY (B) :: APPRENTICESHIP GROUP FOR EMPLOYED & SELF-EMPLOYED ONLY 3.10 In which of the following sectors do you engage in some form of income generation? 3.10 N’izihe inzira winjirizamo amafaranga muri ubu bukurikira? (Enter as many as is relevant in order of importance beginning with the main area of work and then the subsequent types of work. For example, 4, 1 (that is, mechanic and crop farming).) 1 = Crop farming / Ubuhinzi 14 = Shoe repair / kudoda inkweto 2 = Livestock farming / Ubworozi 15 = Photo-printing / gukora 3 = Fisher / Uburobyi 16 = Electrician / gukora amashanyarazi 4 = Mechanic / Ubukanishi 17 = Masonry / ubwubatsi 5 = Carpenter / Ububaji 18 = Catering/hospitality / ubutetsi/gutegura 6 = Welder / Ubusuderi amafunguro 7 = Shoemaker / Gukora inkweto 19 = Private Security / Umutekano usanzwe nko 8 = Plumbing / Gukora ibijyanye n’amazi ubuzamu 9 = Food processing / gutunganya amafunguro 10 = Hairdressing/salon / Gukora ibijyanye Other specify and rank n’imisatsi X= 11 = Driving / Ubushoferi Y= 12 = Tailoring / Ubudozi Z= 13 = Textile-weaving / Kudoda no gufuma imyenda FOR SELF-EMPLOYED ONLY 3.11 How much knowledge would you consider yourself to possess on the following skills? Wiyumvamo ubumenyi bungana iki muri ibi bikurikira? 0 = None / ntabwo, 1 = Little / buke, 2 = Some / hari ibyo nzimo, 3 = A lot / bwinshi 3.11a Marketing / Gushaka amasoko 3.11a 3.11b Accounting/Budgeting / ibarura ry’Icunga mutungo 3.11b 3.11c Communication / Itumanaho 3.11c 3.11d Management / imicungire/ubugenzuzi 311d 3.12 What other business skills do you possess and at what level? Ese ni ubuhe bumenyi bundi ufite kumwuga wubucuruzi? 3.12a Skill 3.12a 3.12b Level 0 = None / ntabwo; 3.12b 1 = Little / buke; 2 = Some / hari ibyo nzimo; 3 = A lot / bwinshi 3.13 If training on business skills were provided for free, what skills would you like to learn? 3.13 Ese ubonye ishuri ry’imyuga kubuntu, ni uwuhe mwuga wahitamo kwiga? 0 = None / ntawo 5 = Others. Please specify and rank. 1 = Marketing / Gushaka amasoko 2 = Accounting/Budgeting / ibarura ry’Icunga mutungo 3 = Communication / Itumanaho 4 = Management / imicungire/ubugenzuzi -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 46 SURVEY (B) :: APPRENTICESHIP GROUP 4. SKILLS AND APPRENTICESHIP 4.1a (RD) Have you ever used/ Are you using the skills you were trained in as part of your apprenticeship? / 4.1a Waba warigeze gukoresha cyangwa waba ukoresha ubumenyi wahawe mugihe wasubizwaga mu buzima busanzwe? 1 = I have used it, but not any more / narabukoresheje ariko sinongeye If 1 or 2 " 2 = I am currently using it / ndabukoresha Q 4.2a 3 = No, I never used it after the training / oya sindabukoresha 4.1b If no, please explain / Niba ari oya sobanura 4.1b Specify the response: Issue with the quality of apprenticeship or supports/tools provided Specify the response: Issue with my interest or availability Specify the response: Issue with the availability of work Specify the response: Other 4.2a Casting your mind back to when you were selecting your preferred option for apprenticeship, what option did 4.2a you choose and why? (If multiple, please rank.) / Ushubije nyuma igihe wasangaga uri kurutonde rw’abaziga imyuga, ni uwuhe mwuga wahisemo kandi kuki ariwo wahisemo? 1 = Crop farming / Ubuhinzi 11 = Driving / Ubushoferi 4.2b. Other specify and rank 2 = Livestock farming / Ubworozi 12 = Tailoring / Ubudozi X= 3 = Fisher / Uburobyi 13 = Textile-weaving / Kudoda no Y= 4 = Mechanic / Ubukanishi gufuma imyenda Z 5 = Carpenter / Ububaji 14 = Shoe repair / kudoda inkweto 6 = Welder / Ubusuderi 15 = Photo-printing / gukora 7 = Shoemaker / Gukora inkweto amaphoto/amashusho 8 = Plumbing / Gukora ibijyanye n’amazi 16 = Electrician / gukora 9 = Food processing / gutunganya amashanyarazi amafunguro 17 = Masonry / ubwubatsi 10 = Hairdressing/salon / Gukora 18 = Catering/hospitality / ubutetsi/ ibijyanye n’imisatsi gutegura amafunguro 4.2c Please explain why. 4.2c 4.3a Had you been aware of the advantages of apprenticeship before you registered for the training? 4.3a Ese wari uzi ibyiza by’Imyuga mbere yukuyiga? 1 = Yes / yego 2 = No / oya If 2 " Q 4.4 4.3b If yes, what kind? Please explain what they were / Niba ari yego ni uwuhe. Gerageza gusobanura. 4.3b -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 47 SURVEY (B) :: APPRENTICESHIP GROUP 4.4 (RD) Did the orientation you received help you make a better decision on what kind of apprenticeship to 4.4 register for? / Ubusonuro wahawe bwaba bwaragufashije mugufata umwanzuro mwiza kumashuri y’imyuga? 0 = I did not receive an orientation / Nta busobanuro nahawe 1 = Yes, it helped me make a good decision / Yego, byaramfashije mugufata umwanzuro mwiza 2 = Yes, it helped to some extent / Yego bifite uko byamfashije 3 = No, it did not help / Oya, ntacyo byamfashije 4.5a Were you given an apprenticeship in your first area of choice? 4.5a Ese wahawe amasomo y’Imyuga mubyo wahisemo? 1 = Yes / yego 2 = No / oya 1 " Q 4.6a If no, please explain. (Why and what type of training did you end up receiving?) niba ari oya, tanga ubusobanuro (ni uwuhe mwuga wigishijwe?) 4.5b Reason 4.5b 4.5c What type 4.5c 4.6a In what month and year did you respectively start and Start: Month Year 4.6a 4.6b finish the apprenticeship? Ni mukuhe kwezi numwaka watangiriyemo End: Month Year 4.6b amasomo nuwo wasozerejemo? 4.8a (RD) Was the training what you expected? / Ese amasomo wasanze ajyanye nibyo watekerezega? 4.8a 1 = Yes, it was more than what I expected / Yego, birenze uko nabitekerezaga 2 = Yes, it met my expectation / Yego, nabonye ibyo nifuzaga/natekerezega 3 = No, it disappointed me / Oya, ibyo natekerezaga sibyo nabonye 4 = I didn’t have an expectation / Ntabyo natekerezaga 4.8b If yes, please explain what aspect met your expectation. If no, please explain why not: Niba ari yego, sobanura niki cyahuje nibyo watekerezaga. Niba ari oya garaza impamvu 4.8b 4.9a Did you have time to conduct your own work while you were participating in the apprenticeship? 4.9a Wigeze ubona umwanya wo gukora ibyawe mugihe wigaga mu Ishuli ry’Imyuga? 1 = Yes / yego 2 = No / oya 1 "4.10a 4.9b If no, would it have made any difference if you had been able to work? 4.9b Niba ari oya, byaba hari itandukaniro byatanze niba warakoraga? 1 = Yes / yego 2 = No / oya 4.9c Please explain why it would or would not have made any difference. Sobanura impamvu yimpinduka wabonye cyangwa utabonye ugereranije nigihe cyo gusubizwa muzima busanzwe 4.9c -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 48 SURVEY (B) :: APPRENTICESHIP GROUP 4.10a Concurrently with your apprenticeship did you receive any other form of support from any other 4.10a organization? / Ese usibye imashuri ry’imyuga, hari irindi shuri/umwuga waba warabonye iva mu bigo bitandukanye? 1 = Yes / yego 2 = No / oya 2"Q4.11a 4.10b What kind of training and what organization provided the support? / 4.10b ni uwuhe mwuga? Iyi nkunga wayihawe nande? 4.11a (RD) After completing the apprenticeship could you use that training to support you and your family or 4.11a generate any income? Nyuma y’amasomo y’imyuga, waba ukoresha ayo masomo/ubumenyi mugufasha umuryango? 1 = Yes, totally / Yego muri byose If 1 or 2 2 = Yes, to some extent / Yego, murugero " 3 = No / Oya Q4.12a 4.11b If no, please explain why not / Niba ari oya sobanura 4.11b (If more than one code fits the answer enter all codes) 1 = I was not skilled enough after the apprenticeship / Sinahawe ubumenyi buhagije 2 = There was no opportunity where I lived to use my skill from the apprenticeship / Nta mahirwe nabonye yo gukoresha ubumenyi bw’imyuga qaho nabaga. 3 = I needed cash/capital/tools to use my skill from the apprenticeshp / Nari nkeneye igishoro kugira ngo nkoreshe ubumenyi nawe mu myuga 4 = I did not want to use the skill I received through my apprenticeship Sinashakaga gukoresha ubumenyi nahawe mu myuga 5 = I was not physically well enough to use the skill I received through my apprenticeship / Sinari meze neza kumubiri kuburyo nakoresha ubumenye bw’imyuga 6 = Other, please specify in the box below 4.11c Please elaborate further if relevant / Sobanura bihagije ibyerekeranye nabyo 4.11c 4.12a In the time after you completed your apprenticeship, did you receive any follow-up or assistance from the 4.12a trainers or the institutions which arranged your apprenticeship? Ese kuva urangije amasomo y’imyuga waba arabonye ubufasha cyangwa gukurikiranwa na mwarimo ngo arebe ko ukora? 1 = Yes / yego 2 = No / oya 2"Q4.13 4.12b If yes, please describe the follow-up or additional assistance (Record response below) 4.12b Niba ari yego, sobanura uburyo yagukurikiranye/wafashijwe 4.13 (RD) In comparison to when you started the apprenticeship (during DDR) how would you assess your 4.13 current economic situation? / Ugereranije nigihe watangiraga imyuga, nikihe kigereranyo urimo muburyo bwubutunzi? 1 = Much poorer / Umukene nyakujya 3 = Stay the same / 4 = Richer / Umukire 2 = Poorer / Umukene Ntacyahindutse 5 = Much richer / Umukire cyane -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 49 SURVEY (B) :: APPRENTICESHIP GROUP 4.14a (RD) What type of information counseling did you receive during your apprenticeship? 4.14a Nibuhe bujyanama wahawe igihe cy’amasomo y’imyuga? 0 = None / Ntabwo 4.14b. If 5 (Other) then specify: 1 = Human Rights / Uburenganzira bwa muntu 2 = Health / Ubuzima 3 = HIV/AIDS / SIDA 4 = Gender / Uburinganire/Igitsina 5 = Other / Ibindi 4.15a What did you find specifically helpful in the apprenticeship? If multiple, please rank. 4.15a Niki wasanze ari ingenzi mu masomo y’imyuga? Niba aribyinshi bikurikiranye. 0 = None / ntacyo 1 = Improvement in occupational skills / Ubwiyongere bw’ubumenyi bw’imyuga 2 = Improvement in business skills / Ubwiyongere bw’ubumenyi bubucuruzi 3 = Moral /Psychological support / Impanuro nziza 4 = Improvement in the awareness of the market / Ubwiyonere mubumenyi bw’amasoko 5 = Communication with people of the same vocational interest / kuvugana n’abantu dusangiye umwuga 6 = Other 4.15b. If 6 (Other) then please specify and rank: 4.15b 4.16 What do you think should be improved during the training process? 4.16 Niki cyavugururwa mugihe cyo gutanga amasomo? 4.17 (RD) Did your trainer provide entrepreneurship courses during the training? 4.17 Ikigo mwizeho cyaba cyarabahaye amasomo yo Kwihangira umurimo mugihe mwigaga? 0 = No, I didn’t receive any / oya, ntanarimwe 1 = Yes, but limited amount / yego, ariko make 2 = Yes, I received the right amount of entrepreneurship course / Yego, narayabonye ahagije 4.18a Have you received entrepreneurship training at other institutes after reintegration? If yes, please provide 4.18a details. Ese hari inyigisho wahawe zo gukora imishinga mukigo icyaricyo cyose nyuma yogusubizwa muzima busanzwe? 0 = No, I have not / / oya ntazo nahawe 1 = Yes, I have / yego narazihawe 4.18b What kind? / Ni izihe? 4.18b 4.18c When? / Ryari? 4.18c 4.18d Institution? / Mukihe kigo? 4.18d 4.20 When encountering career/business problems after your apprenticeship, would you ask your trainer for 4.20 help? / Ese iyo muhuye n’ikibazo mukazi kajyanye nibyo mwize, mujya musaba ubufasha mubigo mwizemo? 0 = No, not at all / oya nta narimwe 1 = Yes, I would / yego -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 50 SURVEY (B) :: APPRENTICESHIP GROUP Do you agree or disagree with the following statement? Uremeranya/Ntiwemeranya nibi bikurikira? (4.21a~4.21f): 1 = Agree,Turemeranya; 2 = Disagree, Ntitwemeranya 4.21a The apprenticeship has increased my competitiveness to find a job. 4.21a Amasomo y’imyuga yanyongereye ubushobozi mugukora neza. 4.21b The apprenticeship has increased my confidence. 4.21b Amasomo y’imyuga yanyongereye gushira amanga 4.21c I have obtained more trust from my family after the apprenticeship. 4.21c Amasomo y’imyuga yanyongereye kugirirwa ikizere mu muryango wanjye. 4.21d I have obtained more trust from my community after the apprenticeship. 4.21d Amasomo y’imyuga yanyongereye kugirirwa ikizere mubaturagye aho ntuye. 4.21e The apprenticeship has improved my overall ability regardless of whether I am using the skills in my current 4.21e job / Amasomo y’imyuga yanyongereye ubushobozi muri byose udashingiye ko naba mbukoresha mukazi kanjye cg ntabukoresha 4.21f I have got to know more people since my apprenticeship. 4.21f Byampaye kumenya abantu kuva mpawe amasomo yimyuga 4.22 Are you in a cooperative? / Waba hari koperative ubarizwamo? 4.22 1 = Yes / yego 2 = No / oya 2"Q4.24 4.23 (RD) Do you think being in a cooperative facilitates you using the skills learned and increases your 4.23 business income? / Utekereza ko kuba muri koperative byagufashije gukoresha ubumenyi wabonye mumyuga ndetse bikongera umusaruro mubucuruzi? 0 = No, not at all / oya, nta nakimye 1 = Yes, but it only facilitates me to use the skills / yego,ariko byamfashije mugukoresha ubumenyi 2 = Yes, but it only help to increase my business profit / Yego ariko byamfashije kungera inyungu mubucuruzi 3 = Yes, it facilitates both / yego byaramfashije muri byose. 4.24 Remembering when you completed your apprenticeship training, do you think that was the kind of support or 4.24 training that you most needed or could you have better used some other kind of support instead to help you? Ese uratekereza ko ishuli ry’imyuga wahawe ko ariyo nkunga wari ukeneye cyane cyangwa hari indi nkunga wakoresheje iyiruta? 1 = This was the kind of support I most needed / Iyi niyo nkunga nari nkyeneye cyane 2 = I could have used some other kind of support more / Nari nara koresheje indi nkunga 4.25 Please elaborate why this is the case including identifying (if relevant) the kind of support you would have preferred and why you didn’t get it / Sobanura kandi ugaragaze inkunga wari ukeneye cyane kuruta iyo wabonye kandi uvuge n’impamvu Atariyo wahawe. 4.25 4.26 (RD) If all the activities were available to you, which one would you choose? Please rank. 4.26 Ese iyo ibikorwa bibonekeye rimwe kuri ibi bikurikira n’ikihe wahitamo? 1 = Apprenticeship/ Vocational training / Imyuga 2 = Savings group / Amatsinda yo kwizigama 3 = Lending group / Amatsinda yo kugurizanya 4 = Cash transfer / Uburyo bwo kohereza no kwakira amafaranga 5 = Production cooperative / koperative ibyara umusaruro 4.28 In comparison with other ex-combatants, how would you evaluate your economic situation? 4.28 Ugereranije n'abashubijwe mu buzima busanzwe, ubona ubutunzi bwawe buhagaze gute? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 51 SURVEY (B) :: APPRENTICESHIP GROUP 5. COMPARATIVE SELF-RATINGS 5.1 (RD) How would you say you are doing economically in comparison to others in your community? 5.1 Ni muruhe rugero wavuga ko utera imbere mubutunzi/imibereho ugereranije nabandi baturage aho mutuye? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose 5.2 Consider a 9-step 5.2a Food (currently) / Ibiryo (kugeza ubu) 5.2a ladder where on the bottom, the first step, 5.2b Food (3 years ago) / Ibiryo (imyaka 3 ishize) 5.2b stand the poorest people, and on the 9th 5.2c Housing (currently) / Inzu (kugeza ubu) 5.2c step, the top, stand the richest. Which step are 5.2d Housing (3 years ago) / Inzu (mu myaka 3 ishize) 5.2d you currently at and were you at three years 5.2e Clothing (currently) / Kwiyambika (kugeza ubu) 5.2e ago on the following aspects? / 5.2f Clothing (3 years ago) / Kwiyambika (mumyaka 3 ishize) 5.2f Ibaze urwego rugizwe n’intambwe 9 5.2g Money (currently) / Amafaranga (kugeza ubu) 5.2g ahourtambwe rubanza ari ubakene cyane 5.2h Money (3 years ago) / Amafaranga (mumyaka 3 ishize) 5.2h hanyuma urutambwe rwa 9 ari abakire 5.2i Health (currently) / Kwita kubuzima (kugeza ubu) 5.2i cyane. Ni uruhe rutambwe uriho, kandi uruhe wariho mu 5.2j Health (3 years ago) / Kwita kubuzima (mumyaka 3 ishize) 5.2j myaka itatu ishize? 5.3a Do you think your economic situation will change in the future? 5.3a Uratekereza ko imitere y’ubukungu bwawe izahinduka neza mugihe kizaza? 1 = Yes / yego 2 = No / oya 5.3b Please explain. 5.3b THANK YOU! ENUMERATOR’S CODE SUPERVISOR’S CODE DATA CODERS CODE DATA CAPTURER CODE Date of interview Date of quality control Date of quality coding Date of data entry ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 dd mm dd mm dd mm dd mm -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 52 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP TDRP/RDRC Sustainability of Vocational Training Study Field Team Survey Questionnaire 18 March 2013 INSTRUCTIONS FOR FIELD WORKERS 1) Circle the correct option and write the response in 1) Shyira uruziga ku gisubizo kiricyo cyangwa mu mwanya shaded grey space provided. 2) Andika igisubizo mu nyuguti nkuru 2) Write all responses in CAPITAL PRINT and in ENGLISH. 3) Andikisha ikaramu y’Igiti 3) Write with a pencil 4) Koresha imibare ikurikira kubyaburiwe igisubizo 4) Use the following codes for missing values: -99 SIMBIZI -99 DO NOT KNOW -98 NTA GISUBIZO -98 NO RESPONSE -97 NTIBIKORESHWA -97 NOT APPLICABLE 5) Utuzu dusizemo ibara ryijimyeniho wandika igisubizo 5) All grey space/shaded blocks must have a response in the block. 6) Iyo ubazwa atanze ibisubizo byinshi ku kibazo, byandike ubikurikiranye nkuko abiguhaye. 6) When respondents have multiple answers for a single question, please rank their choices in the order of 7) Ibisubizo bigomba gutorankwamo igisubizo cy’ikibazo importance and follow the routing rules according to their bigomba gusomwa uranguruye ijwi. Reka ubazwa yihitiremo first choice. igisuzibizo hanyuma umubaza akigaragaze. 7) (RD) = Choices of these questions must be read out loud. For all other questions, please let the respondents offer their own answers first. The interviewer then will fit the response into the best choice available. 1.0 Did you receive vocational training during DDR? 1.0 Waba warigishijwe imyuga mugihe cyo gusubizwa mubuzima busanzwe? 1 = Yes, vocational training / Yego nize imyuga mugihe cy’amezi 6. 1 !Survey A 2 = Yes, apprenticeship / Yego nize imyuga mugihe cy’amezi 6. 2 !Survey B 3 = Neither / Ntayo nigeze niga 3 !Survey C 1. ADMINISTRATION 1.1 Respondent’s name GIVEN NAME 1.1a Izina ry’ubazwa Izina rya gikristu FAMILY NAME 1.1b Izina ry’Umuryango 1.2 Respondent’s Demobilization ID number 1.2 Nomero y’ikarita yogusezerwaho 1.3 Respondent’s year of demobilization Enter raw number of years 1.3 Umwaka wasezerewemo 1.4 How many years did you collectively spend in the military/armed group? 1.4 Wamaze imyaka ingahe mu gisirikare/mu mutwe witwaje intwaro? 1.5 What category of demobilized soldier are you in? Wari muwuhe mutwe wagisirikare? 1.5 1 = Ex–military / Abashubijwe mubuzima busanzwe bavuye mungabo z'igihugu 2 = Ex–Armed Group / Abashubijwe mubuzima busanzwe bitandukanije n’abitwaje intwaro 1.6 Name of Sample point 1.6 (Write sample point & get code from sample list) -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 53 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 2. DEMOGRAPHIC INFORMATION 2.1 Gender of the demobilized soldier? Igitsina? 2.1 1 = Male / Gabo 2 = Female / Gore 2.2 How old were you on your last birthday? Enter raw number of 2.2 Ufite imyaka ingahe y’amavuko? years 2.3 Are you disabled? Waba ufite ubumuga? 2.3 1 = yes / yego 2 = No / oya 2.4 What is your relationship status? Irangamimerere yawe ni iyihe? 2.4 1 = Married / Ndubatse 4 = Separated / Twatandukanye byemewe n’amategeko 2 = Co-habiting / Mubana bitemewe n’amategeko 5 = Widowed / Umupfakazi 3 = Divorced / Twatandukanye byemewe n’amategeko 6 = Never married / Ingaragu DEPENDENTS (A dependent is any family members including spouse, children (biological or adopted) and other relatives that depend on you) Abagize umuryango barimo umugore,abana(wibyariye cyangwa abo urera)nabandi mufitanye isano bari munshingano zawe. 2.5 How many dependents do you currently have? Enter raw number 2.5 Abagukomokaho (wibyariye cyangwa abo urera) nibangahe? EDUCATION 2.6 Can you read and/or write? Waba uzi gusoma no kwandika 2.6 1 = No 2 = Read only 3 = Read and write 2.7 What is the highest level of education you have completed? 2.7 Ni ikihe cyiciro cyo hejuru cy’amashuri ufite? 0 = none 5 = P5 10 = S4 1 = P1 6 = P6 11 = S5 2 = P2 7 = S1 12 = S6 3 = P3 8 = S2 13 = Tertiary 4 = P4 9 = S3 14 = Vocational school 2.8 Are you currently continuing your studies? / Uracyakomeje amasomo? 2.9 1 = yes / yego 2 = No / oya 2" Q 3.1a 2.10 If yes, what kind of studies are these? / Niba ari yego, ni ayahe masome? 2.10 If not on list, specify the response 1 = Formal academic education / Amashuri asanzwe 2 = Vocational training / Amashuri y’imyuga 3 = Apprenticeship / Ubumenyingiro 2.11 What agency/institution is providing you with this education or training? 2.11 Nibande cyangwa ikigo kiguha inkunga yo kwiga? Specify the response 3. VOCATION -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 54 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 3.1a What is your employment status? / Akazi kawe gateye gate? 3.1a If two or more options better describe the respondent, then add in two or more codes. 1 = Unemployed / ntakazi 2 = Studying/training / ndiga 3 = Housewife/ working in the home / umugore wo mu rugo / umukozi wo mu rugo 4 = Retired (but not economically active) / mu kiruhuko cy’izabukuru 5 = Employed working for employer (agriculture) / umuhinzi wa nyakabyizi 6 = Employed working for employer (private sector) / nkorera ibigo byigenga 7 = Employed working for employer (public sector) / nkorera ibigo bya Leta 8 = Self-employed (agriculture) / ndikorera mu byubuhinzi If only 9 = Self-employed (fisheries) / ndikorera mu burobyi bw’Amafi 1"Q 3 . 6 10 = Self-employed –(trade) / Ndikoresha mubucuruzi If only 11 = Self-employed – (retail) / kudandaza 2, 3, 4 12 = Self-employed –(manufacture) / ubukorikori " 4.3a 13 = Involved in or reliant on the informal economic sector / Ubucuruzi butanditse 14 = Supplementing income through subsistence activities / Utundi turimo tunyunganira If 8~13 " 3 . 10 15 = Other (please specify) / Ibindi, bisobanure 3.1b Other (please specify) 3.1b 3.2 Are you working the whole year through? / Waba ukora umwaka wose? 3.2 1 = Yes / yego 2 = No / oya 3.3 What percentage of the family income do you contribute? 3.3 Ujanishije, ni amafaranga angahe winjiza mu muryango wawe? Enter raw number of percentage, 100% represents sole breadwinner FOR UNEMPLOYED ONLY (if answers 1 to Q3.1a above) 3.6 How long (in months) have you been unemployed? / Ni amezi angahe umaze utagira akazi? 3.6 (If in weeks, round up to nearest month.) 3.7 Since demobilization, have you ever worked? / Kuva usezerewe, wari wabonaho akazi? 3.7 2" 1 = Yes / yego 2 = No / oya Q 4 .14a 3.9 What do you think are your chances of finding a job in the near future? 3.9 Utekereza ko amahirwe yawe yo kubona akazi ejo hazaza ameze ate? 1 = good / Neza 2 = poor / Nabi FOR EMPLOYED & SELF-EMPLOYED ONLY -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 55 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 3.10 In which of the following sectors do you engage in some form of income generation? 3.10 N’izihe inzira winjirizamo amafaranga muri ubu bukurikira? (Enter as many as is relevant in order of importance beginning with the main area of work and then the subsequent types of work. For example, 4, 1 (that is, mechanic and crop farming).) 1 = Crop farming / Ubuhinzi 14 = Shoe repair / kudoda inkweto 2 = Livestock farming / Ubworozi 15 = Photo-printing / gukora 3 = Fisher / Uburobyi 16 = Electrician / gukora amashanyarazi 4 = Mechanic / Ubukanishi 17 = Masonry / ubwubatsi 5 = Carpenter / Ububaji 18 = Catering/hospitality / ubutetsi/gutegura 6 = Welder / Ubusuderi amafunguro 7 = Shoemaker / Gukora inkweto 19 = Private Security / umutekano usanzwe nko 8 = Plumbing / Gukora ibijyanye n’amazi ubuzamu 9= Food processing / gutunganya amafunguro 10 = Hairdressing/salon / Gukora ibijyanye Other specify and rank n’imisatsi X= 11 = Driving / Ubushoferi Y= 12 = Tailoring / Ubudozi Z= 13 = Textile-weaving / Kudoda no gufuma imyenda FOR SELF-EMPLOYED ONLY 3.11 How much knowledge would you consider yourself to possess on the following skills? Wiyumvamo ubumenyi bungana iki muri ibi bikurikira? 0 = None / ntabwo, 1 = Little / buke, 2 = Some / hari ibyo nzimo, 3 = A lot / bwinshi 3.11a Marketing / Gushaka amasoko 3.11a 3.11b Accounting/Budgeting / ibarura ry’Icunga mutungo 3.11b 3.11c Communication / Itumanaho 3.11c 3.11d Management / imicungire/ubugenzuzi 3.11d 3.12 What other business skills do you possess and at what level? Ese ni ubuhe bumenyi bundi ufite kumwuga wubucuruzi? 3.12a Skill 3.12a 3.12b Level 0 = None / ntabwo; 3.12b 1 = Little / buke; 2 = Some / hari ibyo nzimo; 3 = A lot / bwinshi 3.13 If training on business skills were provided for free, what skills would you like to learn? 3.11 Ese ubonye ishuri ry’imyuga kubuntu, ni uwuhe mwuga wahitamo kwiga? 0 = None / ntawo 5 = Others. Please specify and rank. 1 = Marketing / Gushaka amasoko 2 = Accounting/Budgeting / ibarura ry’Icunga mutungo 3 = Communication / Itumanaho 4 = Management / imicungire/ubugenzuzi 4. SKILLS AND TRAINING -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 56 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 4.14a (RD) What type of information counseling have you receive from the RDRC? 4.14a Nibuhe bujyanama wahawe igihe cy’amasomo y’imyuga? 0 = None / Ntabwo 4.14b. If 5 (Other) then specify: 1 = Human Rights / Uburenganzira bwa muntu 2 = Health / Ubuzima 3 = HIV/AIDS / SIDA 4 = Gender / Uburinganire/Igitsina 5 = Other / Ibindi 4.18a Have you received entrepreneurship training at other institutes after reintegration? If yes, please provide 4.18a details. Ese hari inyigisho wahawe zo gukora imishinga mukigo icyaricyo cyose nyuma yogusubizwa muzima busanzwe? 0 = No, I have not / oya ntazo nahawe 1 = Yes, I have / yego narazihawe 4.18b What kind? / Ni izihe? 4.18b 4.18c When? / Ryari? 4.18c 4.18d Institution? / Mukihe kigo? 4.18d 4.22 Are you in a cooperative? / Waba hari koperative ubarizwamo? 4.22 1 = Yes / Yego 2 = No / oya 2 " Q 4. 26 4.23 (RD) Do you think being in a cooperative facilitates you using the skills learned and increases your 4.23 business income? / Utekereza ko kuba muri koperative byagufashije gukoresha ubumenyi wabonye mumyuga ndetse bikongera umusaruro mubucuruzi? 0 = No, not at all / oya, nta nakimye 1 = Yes, but it only facilitates me to use the skills / yego,ariko byamfashije mugukoresha ubumenyi 2 = Yes, but it only help to increase my business profit / Yego ariko byamfashije kungera inyungu mubucuruzi 3 = Yes, it facilitates both / yego byaramfashije muri byose. 4.26 (RD) If all the activities were available to you, which one would you choose? Please rank. 4.26 Ese iyo ibikorwa bibonekeye rimwe kuri ibi bikurikira n’ikihe wahitamo? 1 = Apprenticeship/ Vocational training / Imyuga 2 = Savings group / Amatsinda yo kwizigama 3 = Lending group / Amatsinda yo kugurizanya 4 = Cash transfer / Uburyo bwo kohereza no kwakira amafaranga 5 = Production cooperative / koperative ibyara umusaruro 4.28 In comparison with other ex-combatants, how would you evaluate your economic situation? 4.28 Ugereranije n'abashubijwe mu buzima busanzwe, ubona ubutunzi bwawe buhagaze gute? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 57 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 4.14a (RD) What type of information counseling have you receive from the RDRC? 4.14a Nibuhe bujyanama wahawe igihe cy’amasomo y’imyuga? 0 = None / Ntabwo 4.14b. If 5 (Other) then specify: 1 = Human Rights / Uburenganzira bwa muntu 2 = Health / Ubuzima 3 = HIV/AIDS / SIDA 4 = Gender / Uburinganire/Igitsina 5 = Other / Ibindi 4.18a Have you received entrepreneurship training at other institutes after reintegration? If yes, please provide 4.18a details. Ese hari inyigisho wahawe zo gukora imishinga mukigo icyaricyo cyose nyuma yogusubizwa muzima busanzwe? 0 = No, I have not / oya ntazo nahawe 1 = Yes, I have / yego narazihawe 4.18b What kind? / Ni izihe? 4.18b 4.18c When? / Ryari? 4.18c 4.18d Institution? / Mukihe kigo? 4.18d 4.22 Are you in a cooperative? / Waba hari koperative ubarizwamo? 4.22 1 = Yes / Yego 2 = No / oya 2 " Q 4. 26 4.23 (RD) Do you think being in a cooperative facilitates you using the skills learned and increases your 4.23 business income? / Utekereza ko kuba muri koperative byagufashije gukoresha ubumenyi wabonye mumyuga ndetse bikongera umusaruro mubucuruzi? 0 = No, not at all / oya, nta nakimye 1 = Yes, but it only facilitates me to use the skills / yego,ariko byamfashije mugukoresha ubumenyi 2 = Yes, but it only help to increase my business profit / Yego ariko byamfashije kungera inyungu mubucuruzi 3 = Yes, it facilitates both / yego byaramfashije muri byose. 4.26 (RD) If all the activities were available to you, which one would you choose? Please rank. 4.26 Ese iyo ibikorwa bibonekeye rimwe kuri ibi bikurikira n’ikihe wahitamo? 1 = Apprenticeship/ Vocational training / Imyuga 2 = Savings group / Amatsinda yo kwizigama 3 = Lending group / Amatsinda yo kugurizanya 4 = Cash transfer / Uburyo bwo kohereza no kwakira amafaranga 5 = Production cooperative / koperative ibyara umusaruro 4.28 In comparison with other ex-combatants, how would you evaluate your economic situation? 4.28 Ugereranije n'abashubijwe mu buzima busanzwe, ubona ubutunzi bwawe buhagaze gute? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE 58 SURVEY (C) :: EX-COMBATANT NO-VC NO-APPRENTICESHIP GROUP 5. COMPARATIVE SELF-RATINGS 5.1 (RD) How would you say you are doing economically in comparison to others in your community? 5.1 Ni muruhe rugero wavuga ko utera imbere mubutunzi/imibereho ugereranije nabandi baturage aho mutuye? 1 = Worse than all the others / Nabi kurusha abandi bose 2 = Worse than most of them / Nabi kurusha benshi muribo 3 = Better than some, worse than some / Neza kurusha bamwe muribo, nabi kurusha bamwe muribo 4 = Better than most of them /Neza kurusha benshi muribo 5 = Better than all of them / Neza kurusha bose 5.2 Consider a 9-step 5.2a Food (currently) / Ibiryo (kugeza ubu) 5.2a ladder where on the bottom, the first step, 5.2b Food (3 years ago) / Ibiryo (imyaka 3 ishize) 5.2b stand the poorest people, and on the 9th 5.2c Housing (currently) / Inzu (kugeza ubu) 5.2c step, the top, stand the richest. Which step are 5.2d Housing (3 years ago) / Inzu (mu myaka 3 ishize) 5.2d you currently at and were you at three years 5.2e Clothing (currently) / Kwiyambika (kugeza ubu) 5.2e ago on the following aspects? / 5.2f Clothing (3 years ago) / Kwiyambika (mumyaka 3 ishize) 5.2f Ibaze urwego rugizwe n’intambwe 9 5.2g Money (currently) / Amafaranga (kugeza ubu) 5.2g ahourtambwe rubanza ari ubakene cyane 5.2h Money (3 years ago) / Amafaranga (mumyaka 3 ishize) 5.2h hanyuma urutambwe rwa 9 ari abakire 5.2i Health (currently) / Kwita kubuzima (kugeza ubu) 5.2i cyane. Ni uruhe rutambwe uriho, kandi 5.2j Health (3 years ago) / Kwita kubuzima (mumyaka 3 ishize) 5.2j uruhe wariho mu myaka itatu ishize? 5.3a Do you think your economic situation will change in the future? 5.3a Uratekereza ko imitere y’ubukungu bwawe izahinduka neza mugihe kizaza? 1 = Yes / Yego 2 = No / oya 5.3b Please explain. 5.3b THANK YOU! ENUMERATOR’S CODE SUPERVISOR’S CODE DATA CODERS CODE DATA CAPTURER CODE Date of interview Date of quality control Date of quality coding Date of data entry ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 ____ / ____ / 2013 dd mm dd mm dd mm dd mm -99 DO NOT KNOW -98 NO RESPONSE -97 NOT APPLICABLE MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 59 Appendix 2 – Semi-structured Interview Tools RWANDA VOCATIONAL TRAINING STUDY Field Team Key Informant Interview Tool 15-MAR-2013 1. PERSONAL BACKGROUND 1.1 What is your line of work or position in the community? 1.2 How long have you lived in this community? Note to respondent: ALL questions in the sections below only apply to individuals who fit all three of the following criteria: a. Participated in the military or ex-armed group (before a certain year?); b. Is personally known to you; c. Participated in a government-led vocational training program. 2. LEVEL OF INTERACTION 2.1 How many ex-combatants do you know personally who have participated in such a program? 2.2 In your current position, how frequently do you interact with such individuals? Please describe your typical interaction. 2.3 Briefly describe the nature of such interaction? (eg. Teacher, mentor, business, service provision) 3. EMPLOYMENT 3.1 Drawing on your experience, which of the following best describes the employment status of these individuals? Second best? => Self-employed; => Employed by someone else; => Unemployed; Other (explain) 3.2 In your experience, what effect has vocational training had on ex-combatants’ ability to gain employment? 3.3 From your observations, does this employment tend to be short-term or long-term? 3.4 What have you found to be the greatest obstacles for gaining employment for such individuals? 3.5 Do you think that the employment situation we just discussed would have been achieved without vocational training? 4. VOCATIONAL TRAINING PROGRAM AND CENTERS 4.1 Do most of these individuals appear to use the skills they were trained in? If not, why do you think so? 4.2 How well do you feel such programs prepared these ex-combatants to perform the trade they were trained for? 60 4.3 Would you hire one of these individuals to do a job for you? Why or why not? 4.4 How well do you think such programs enable ex-combatants to support their family? 4.5 In what other ways do you think such programs assist ex-combatants in transitioning to civilian life and reinte- grating into their communities? 4.6 Would the level of employment or economic productivity of XC in the community have been achieved regard- less of VT? 4.7 In your opinion, what about vocational training appears to work for these individuals? What doesn’t work? 5. TARGETING 5.1 Within the group of ex-combatants who participated in vocational training, are you aware of any vulnerable and marginalized sub-groups? Explain. 5.2 Has this training made such individuals less vulnerable to adversity? Are they still marginalized regardless of their training? Explain. 5.3 In this community, was vocational training offered to any vulnerable ordinary individuals or just ex-combat- ants? Do you think this was a good or bad decision? Why? 5.4 Have the needs of vulnerable ordinary individuals been addressed by any similar poverty programs in this com- munity? 5.5 [If unequal service provision] => Has that created any tension between ex-combatants and community members? Is there any resentment in the community of ex-combatants receiving training and material support while other vulnerable groups have not? MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 61 RWANDA VOCATIONAL TRAINING STUDY Field Team Vocational Training Centers Interview Tool 15-MAR-2013 Name of the Vocational Training Center : Province/City/Town: Date & Time of Interview: Name(s) and Title(s) of Interviewee(s): General Q1. When was your organization established? Q2. How many ex-combatants have been trained by your organization? How many ex-combatants are currently being trained in your organization? Q3. How are the ex-combatants that participate in your organization selected/identified? Market Assessment Q4. Did your organization conduct market research to evaluate whether the skills provided have demand in the economy? Q5. Do you think market assessments help your organization make better planning on Vocational Training provided to ex-combatants? Q6. Does your organization have informal ways of assessing what is in demand and do you use this information to make adjustments to vocational training? Vocational Training Q7. What type(s) of vocational training activities does your organization provide to ex-combatants? Q8. Do you provide orientation prior to the official start of the vocational training program? Please explain. Q9. Do you collect feedback from the ex-combatant trainees during vocational training? If not, do you collect feedback informally from ex-combatant trainees? Additional Support during Vocational Training: Q10. Do you provide moral and physiological support and counseling in social and family life to ex-combatant trainees during vocational training? Q11. Do you provide entrepreneurship course to XC trainees? If yes, what is the perception of the ex-combatants about entrepreneurship courses? Q12. Do you provide life and social skills to ex-combatant trainees? Do you think providing life and social skills would make a difference in ex-combatants’ social and economic reintegration? 62 Q13. Are there any other supporting courses or trainings your organization provides? Effectiveness and Sustainability: Q14. Were there any certain types of vocational training turned out to be more effective than others? Q15. What recommendations can you give to ensure the sustainability and efficiency of vocational training programs for ex-combatants? Q16. Noting that this is not an evaluation of the training provided by your organization, how do you think we can make sure beneficiaries use their skills in real life? Challenges and Obstacles: Q17. What challenges and obstacles did your organization face in providing vocational training to ex-combat- ants? Q18. In your opinion, what external factors influence the success of training your organization delivered? Other Questions and Comments: Q19. Have there been any impacts on your organization as a result of its role in delivering vocational training? For example, was the capacity of your organization built in anyway? If so, in what ways did your organiza- tion’s capacity has improved? Q20. In your opinion, what are the subsidiary impacts of delivering vocational training to ex-combatants through the Disarmament, Demobilization and Reintegration program and do you think vocational training for ex- combatants benefits the community? Q21. Are there any other comments or recommendations you can think of to ensure sustainability of vocational training provided to ex-combatants? MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 63 Appendix 3 – Analysis of Survey Results It is important to note that this study was not commissioned to evaluate the results of RDRP vocational training. Therefore, the main focus of the researchers was on identifying factors that result in success and developing learning for future DDR vocational training activities in the region and beyond. This Annex provides the reader with a detailed analysis of survey results by (i) demographics, education, vocation, (ii) disability status, and (iii) former military affiliation. Results by Demographics, Education and Vocation: In addition to an overall analysis of the survey data from the entire sample, data analysis was conducted for each of the three main sample sub-groups: Group A – VSW Vocational Training graduates, Group B – VSW Apprentice- ship graduates, and Group C – ex-combatant non-participants. Following is an analysis of the survey data related to demographics, education and vocation which compares results between the three primary sub-groups. Demographics Demographic data collected on the overall sample varied little between the Table 2 – Armed Group by Sample Group core sample group (Group A) and the two control groups (Group B and Group Vocational Apprentice- Non-Partici- C). Of the overall sample, 70.1% of Group Training ship Group pant Group A consisted of former Rwanda Defence Group (A) (B) (B) Forces (RDF), while 29.9% formerly Ex-Military (RDF) 115 30 42 belonged to Armed Groups (AG). Group B and C had similar ratios (66.7%/33.3% Ex-Armed Group 49 15 16 and 72.4%/27.6% respectively). The mean year of demobilization for vocational training respondents (Group A) respondents was 2003, ranging from 1997 to 2009. Group A respondents spent an average of 8.50 years in armed groups while Group B averaged a slightly higher 9.20 years, and Group C averaging the highest with 10.71 years in armed groups. The long average duration since reintegration indicates that respondents have had a long time to reintegrate economically and socially which is likely to be a factor contributing to positive training outcomes. The mean age of the primary sample group was just over 37 years of age (Group B and C were 38 and 39 respective- ly). Respondent ages ranged from 22 to 55 years of age. These results were slightly higher than that of the latest tracer study which produced a mean age of 36 from 371 respondents (Rwanda SEDRP Survey 2012/13). The higher mean age of ex-combatants in Rwanda over other TDRP countries could be related to the timeframe and nature of the fighting in Rwanda. Key stakeholders interviewed frequently stated that ex-combatants who had completed vocational training tended to be much older than their apprenticeship or non-participant counterparts. The demo- graphic data collected for this study, however, does not support this claim. Sex of respondents was distributed similarly across all three groups with a clear majority of the sample (98.9%) being male. Therefore, no meaningful analysis could be conducted on the basis of gender. In general, it can be challenging to perform analysis disaggregated by gender in Rwanda because there are few registered female ex-combatants in comparison to males. According to RDRC statistics, only 425 females have been demobilized to date compared with 67,972 males. Additionally, only 3% of the most recent tracer sample was composed of women. 64 Of the primary sample group, 81.6% were married, 9.2% had never married, 6.1% were cohabitating but not married, 2.5% were currently separated, and less than 1% were widowed. Much higher percentages of the two control groups responded with “cohabitating,” with 22.2% of Group B and 13.6% of Group C responding in this manner. About 77.1% of the recent tracer was married with 13.2% reporting cohabitation. Mean number of dependents for all respondents was 4.21. The number of dependents ranged from 0 to 10 across the sample with little variation in average and distribution across the three groups. Tracer respondents averaged a similar 4.66 dependents. Demographics of the respondents appeared to play a role in vocational training factors, particularly with regards to age, length of time since demobilization, and marriage status. Generally, it seems that more time in terms of reinte- gration and maturity, relates to better outcomes which will be explored in more detail in later sections. Education In Rwanda, an ex-combatant’s eligibility for participation in DDR vocational training and apprenticeship programs was based on eligibility for assistance through VSW. The level of vulnerability of the individual (and thus their VSW eligibility) was determined via criteria outlined in the RDRP “Emergency Demobilization and Reintegration Commission Project Implementation Manual” (2002). Key factors included shelter and land access, possession of marketable skills, valuable assets and dependents, and whether the individual had a permanent disability. Education was not a key factor in determining VSW eligibility. However, all participants of the vocational training program were required to meet basic education prerequisites such as the completion of formal education at the P6 level (completion of primary school) or higher as well as pass basic literacy and numeracy exams. All illiterate but other- wise eligible ex-combatants were requested to attend literacy and numeracy training prior to joining vocational skills training. Such competencies were not prerequisites for participation in the Apprenticeship program. The VSW criteria above suggest the existence of a compelling contrast in education levels and competencies between vocational training and non-vocational training participants amongst the greater ex-combatant population in Rwanda. While the results of this study indicate some distinction in education levels along these lines, a more pronounced contrast did not materialize as expected. Unsurprisingly, the mode level of education across all groups was Primary 6 (P6), the minimum grade-level qualifier for VSW vocational training. It is surprising, however, that 41.5% of Group B had completed P6 prior to training. While only 31.6% of Group A reported P6 as the highest level completed, the average top grade level completed for that group exceeds Group B by 0.16 percentage points and Group C by 0.41 percentage points. Of the Group A (vocational training) respondents, 98.8% reported the ability to read and write, while 95.6% of Group B (apprenticeship) and 86.4% of Group C (non-participant) respondents indicated reading and writing abili- ties. This pattern of distinction between Group A and B was expected but to a much greater extent given the selec- tion criteria for vocational training. Further, the percentage of literate respondents among Group C was anticipated to be much higher given that these individuals were deemed by their exclusion in the VSW to be less “vulnerable.” Nevertheless, as education did not play a key role in VSW selection, this figure might have fluctuated in either direc- tion. When asked whether they were currently continuing their studies, only 3.1% of Group A and 3.4% of Group B responded “yes.” All of Group B respondents responded “no” to this question. Vocation Survey questions in this section probed facets of vocation such as income generation, household income, unem- ployment, work in the area of training, and business skills knowledge. Of the respondents, 81.5% of Group A, 80% of Group B, and 84% of Group C identified themselves as currently employed in some capacity. About a third of the respondents cited employment in the private sector as their primary MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 65 source of income while around 20% of both Group A and Group B said they generate the majority of their income from self-employment related to agriculture. Further, just over 20% of vocational and apprenticeship trainees were found to be self-employed in a vocational trade albeit not necessarily in their area of DDR training. Around 40% of both vocational and apprenticeship trainees affirmed that they have worked in their area of DDR training in the past. Those who cited a secondary source of income most frequently mentioned self-employment in agricultural activities. Possible factors driving self-employment, skills use and sector-shifting are explored in greater detail in later sections. Of employed respondents, very few described themselves as being reliant on the informal economic sector. These results tally with recent tracer results as well, as only 1.6% of that sample reported generating income from informal sector activities. Around 80% of respondents in each of the three groups reported that they work all year round. Ad- ditionally, fewer than 75% of Group A and non-VSW participants alike reported contributing 100% of their house- hold income, while 47.6% of Group B beneficiaries reported being the sole contributor. Such findings stand in stark contrast with the circumstances of ex-combatants in neighboring countries such as Uganda and DRC where large numbers of ex-combatants have frequently generated high percentages of their income from informal livelihoods activities such as street peddling and hustling. It must be noted here that the economic situation throughout Rwanda differs from other TDRP countries due in large part to significant growth in foreign investment, built on peace and political and economic stability achieved over the last decade. Regardless of the cause of the high numbers reported, the absence of significant variance between respondents who completed DDR skills training and those who did not is notable in itself. While such results could be interpreted negatively with regard to formal training, given that the non-participant Group C received no such formal DDR training and still emerged ahead of the other two groups in terms of current employment rates, alter- natively they indicate the success of the VSW in bringing the most economically vulnerable ex-combatants to parity with less vulnerable ex-combatants. Data pertaining to present and past Income Generating Activities (IGAs) further indicate the success of ex-combat- ants who have undergone vocational training: Of those who identified as unemployed, 78.3% of Group A reported having worked since demobilization which contrasted considerably with just 20% of Group B and 10% of Group C respondents reporting having worked since demobilization. Of Group A, 53.1% reported having generated income from a vocational trade, compared with just 36.5% of Group B and 11.0% of Group C. In terms of income generation from agricultural activities, 45.7% of Table 3 – Income Generation Sector by Sample Group Group C respondents and 36.3% of Group B respondents had generated Vocational Apprentice- Non-Partici- income primarily from crop and Training Group ship Group pant Group livestock farming while such was the (A) (B) (C) case for only 19.5% of Group A. Have generated income 53.1% 36.5% 11.0% It is important to keep in mind here from a vocational trade that non-participation in the VSW Have generated income vocational training program is not 19.5% 36.3% 45.7% from agriculture activities necessarily an indication of reduced access to skills training or resources, given the Rwanda DDR context and VSW selection criteria. Land access played a central role in assessing vulner- ability for VSW selection. Therefore, it was assumed that non-VSW participants would have had greater access to 66 land and thus would have been more likely to take advantage of agriculture-associated income-generating opportu- nities. However, this would likely not have been the case for VSW Groups A and B, and given that less than 2.5% of respondents in both groups received VSW training in agricultural activities. With regards to employment and vocation, the sample reported similar rates in some areas, though key outcomes were found to vary significantly by training status in other key areas. Across all three groups, there appeared to be little variation in terms of employment rates, job stability and percent of household contribution, signaling that the VSW had likely met its objectives in bringing economically vulnerable ex-combatants up to par with those deemed least vulnerable. Also, very few of the respondents were found to be engaged in the informal economic sector, which is a departure from ex-combatant livelihoods experiences in neighboring DDR countries. In terms of notable varia- tion across groups, vocational training and apprenticeship graduates were found to be self-employed at higher rates than those who did not receive DDR skills training, and vocational training graduates surpassed non-vocational training respondents in the areas of employment since demobilization, generating income from vocational work, and working on non-agriculture related work. Results by Disability Status Analysis of the survey results also involved disaggregating Group A data based on whether or not the respondent was disabled. Of vocational training beneficiaries surveyed, 25% (41 respondents) were disabled. Demographics and survey results were comparable across the two sub-groups with the few notable exceptions described in this section. While it was not within the scope of this study to probe type of disability or the extent to which respondents were impaired by their disability in terms of securing employment, identifying and understanding factors impacting specifically on one of the largest vulnerable sub-groups of ex-combatants is crucial for overall understanding of the efficacy and sustainability of service delivery and benefits of vocational training. In terms of self-employment, more than twice the percentage of non-disabled Group A respondents Table 6 – Business Skills Knowledge by Disability Status was currently self-employed (27.6% vs. 12.2% of disabled). The non-disabled group consistently Disabled Not Disabled reported higher knowledge levels in skill areas crucial for successful self-employment in the surveys. On a Marketing 0.60 0.83 scale of 0 to 3 (“3” being “possessing a lot of knowl- edge,” and “0” being “possessing no knowledge”), the Accounting 0.51 0.74 mean values for non-disabled group responses was 0.83 in marketing, 0.74 in accounting, 0.67 in com- Communication 0.57 0.67 munication and 0.97 in management. In compari- Management 0.71 0.97 son, mean values for the disabled group were 0.60, 0.51, 0.57, and 0.71 respectively. On average, neither group reported significant levels of knowledge for any of the given subject areas. What is significant is the consis- tency with which the non-disabled group rated themselves, about 0.2 percentage points higher in every area. Unemployment was slightly higher among the disabled (19.5% vs. 14.6%). Among those who were unemployed, 80% of disabled respondents characterized their chances of finding work in the near future as “poor,” while only 50% of the non-disabled group responded the same. 87.5% of the sub-group with disabilities reported working the whole year through (compared with 74.3% of the sub-group with no disabilities). Results suggest that while it may have been more difficult for disabled ex-combatants to initially secure employment, the livelihoods of their non-disabled counterparts may have been more itinerant in nature due to higher levels of physical ability, mobility or higher threshold for risk. Compared with non-disabled ex-combatants there is little difference in employment sectors: 21.6% of the disabled group were employed in private security, compared with 22.5% of non-disabled; 8.1% of each group was employed as mechanics; and 5.4% of each group as plumbers. The only sector in which there was MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 67 a noticeable difference was agriculture where 24.3% of disabled were actively generating income compared to 18% of non-disabled. An analysis of reasons for choosing skills area revealed that physical disability was not a major factor in choosing a training skill (10.5% of disabled respondents). With regards to economic cooperatives, 47.5% of those with disabilities compared to only 26.0% of non-disabled re- spondents reported being in a cooperative. Of those who were involved in cooperatives, the largest single sub-group of disabled respondents (40.9%) felt that being in a cooperative facilitated the use of their skills but did not help generate more income whereas the largest single sub-group of non-disabled respondents (36.8%) felt that coopera- tives helped them generate more income but did not facilitate the use of their skills. The equity of data results across both groups for the remainder of survey responses would suggest that disability was not a major factor in training outcomes for the sample. However, results related to business skills, unemployment and cooperative participation suggest areas for further research to determine whether endogenous or exogenous factors are at play and why. Results by Former Military Affiliation As part of the data analysis, survey results of Group A were further disaggregated by armed group (ex-military (RDF) and non-military ex-armed group). As previously stated, 71.1% of Group A was ex-RDF and 29.9% was non-RDF ex-combatant. About half of each armed group was interviewed in Kigali with the remaining respondents distributed throughout the other two survey regions. Ex-RDF respondents were slightly older with an average 38 years of age compared to a mean age of 35 for non-RDF. Average year of demobilization and number of years spent in the armed group was around 2003 and 8-9 years, respectively. A slightly higher percentage of Ex-armed Group identified themselves as “disabled” (30.6% compared to 22.8% of ex-military). Both groups possessed similarly high literacy rates with an overall average of 98.8% of respondents able to read and write. In terms of vocation, both groups compared quite closely in most areas of the survey with a few notable exceptions. Of unemployed ex-RDF beneficiaries, 86.7% revealed that they had worked in some capacity since demobilization, while 57.1% of unemployed ex-armed group beneficiaries responded similarly. A much higher percentage of ex-armed group beneficiaries are currently using their skills (75.5% vs. 35.1% of ex-military). One explanation for this discrep- ancy could be linked to private security employment given that income generation from the private security sector was far more frequently mentioned among ex-RDF (28.8% vs. 6.7% of ex-armed groups). Such findings could be related to something as simple as security firm employers seeking a level of solace in hiring those who had received combat training from the national military rather than a “rebel” or fringe group. The key question here is whether the ex-military respondents were using their skills less because of greater access to private security employment or whether they were working in private security in higher numbers because they were as a group less prepared or ill- Table 5 – Employment Overview by Former military Affiliation equipped in their respective skill areas. Reasons provided by respondents for Ex-Military Ex-Armed Non-Participant not using their skills offer potential (RDF) Group Group (C) answers. For example, ex-RDF not using their skills most frequently cited % Employed 84.3% 83.7% 11.0% lack of resources mainly related to the fact that the toolkits distributed as part R% Currently using skills 35.1% 75.5% 45.7% of reintegration assistance, even if high % Working in private quality, were obsolete or do not meet 28.8% 6.7% security market demand of new and modern 68 tools. No respondents from the “ex-other” group (0.00%) mentioned this as a factor. Further, no ex-RDF respon- dents (0.00%) cited any responses akin to getting a job in another field (i.e. private security) as the reason for not using their skills. In terms of business skills knowledge, ex-RDF respondents consistently rated themselves higher in all areas surveyed. In the knowledge areas of marketing, accounting, communication and management, ex-RDF responses averaged between 0.73 and 0.96 on a scale of 0 to 3 (“0” being no knowledge and “3” being “a lot”), while non-RDF responses averaged between 0.43 and 0.73 over the four areas. Yet, these results do not appear to tally with entrepreneurship skills training received during vocational training, as nearly twice as many ex-RDF (40.4%) stated that they received no such training (compared with 26.5% of non-RDF). One hypothesis for explaining this apparent dichotomy could be that ex-RDF acquired the aforementioned skills during their time in the military. Regardless of how these indi- viduals may have acquired such skills, the survey results gave no indication that possessing pre-acquired business skills has had any direct effect on overall economic outcomes. In fact, the ex-armed group overall consistently rated their economic situation higher than ex-military with an average rating of 3.06 on an ordinal scale of 1 to 5 compared to an average rating of 2.85 offered by the ex-military group. Percentage-wise, 31.3% of ex-RDF rated their situation as worse than the majority of other ex-combatants while only 12.2% of ex-armed groups rated themselves the same. Analysis disaggregated by armed group revealed that ex-military and ex-armed group respondents offered compa- rable responses with a few notable exceptions. Surveys found that far higher percentages of unemployed ex-RDF beneficiaries had been employed than non-RDF while far higher numbers of non-RDF were currently using their skills. Ex-military respondents generally rated themselves higher in terms of business skills knowledge but it was unclear where such knowledge was acquired given that nearly half of ex-RDF reported not receiving business skills training during vocational training. Further, ex-armed group respondents rated their economic situations and ability to support self/family much higher than their ex-military counterparts. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 69 Appendix 4 – Tables: Cross-tabulation by Sample Group Administration Q1.5 Type of demobilized soldier by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 115 30 42 187 Ex-military (RDF) % within group 70.10% 66.70% 72.40% 70.00% Count 49 15 16 80 Ex-Armed Group % within group 29.90% 33.30% 27.60% 30.00% Count 164 45 58 267 Total % within group 100.00% 100.00% 100.00% 100.00% Q1.5 Type of demobilized soldier by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 87 17 25 129 Kigali % within group 52.70% 37.80% 43.10% 48.10% Count 39 15 17 71 North % within group 23.60% 33.30% 29.30% 26.50% Count 39 13 16 68 South % within group 23.60% 28.90% 27.60% 25.40% Count 165 45 58 268 Total % within group 100.00% 100.00% 100.00% 100.00% 70 Demographics Q2.1 Sex by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 164 44 58 266 Male % within group 99.40% 97.80% 98.30% 98.90% Count 1 1 1 3 Female % within group 0.60% 2.20% 1.70% 1.10% Count 165 45 59 269 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.3 Disabled by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 41 12 18 71 Disabled % within group 25.00% 26.70% 30.50% 26.50% Count 123 33 41 197 Not disabled % within group 75.00% 73.30% 69.50% 73.50% Count 164 45 59 268 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.4 Relationship Status by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 133 33 41 207 Married % within group 81.60% 73.30% 69.50% 77.50% Count 10 10 8 28 Co-habitating % within group 6.10% 22.20% 13.60% 10.50% Count 4 0 0 4 Separated % within group 2.50% 0.00% 0.00% 1.50% Count 1 0 2 3 Widowed % within group 0.60% 0.00% 3.40% 1.10% Count 15 2 8 25 Never married % within group 9.20% 4.40% 13.60% 9.40% Count 163 45 59 267 Total % within group 100.00% 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 71 Q2.6 Can you read/write? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 1 2 4 7 No % within group 0.60% 4.40% 6.80% 2.60% Count 1 0 4 5 Read only % within group 0.60% 0.00% 6.80% 1.90% Count 161 43 51 255 Read and Write % within group 98.80% 95.60% 86.40% 95.50% Count 163 45 59 267 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.7 Highest level of education completed by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 1 1 4 6 None % within group 0.70% 2.40% 7.00% 2.40% Count 2 1 0 3 P1 % within group 1.30% 2.40% 0.00% 1.20% Count 1 0 2 3 P2 % within group 0.70% 0.00% 3.50% 1.20% Count 5 0 3 8 P3 % within group 3.30% 0.00% 5.30% 3.20% Count 8 0 4 12 P4 % within group 5.30% 0.00% 7.00% 4.80% Count 12 1 1 14 P5 % within group 7.90% 2.40% 1.80% 5.60% Count 48 17 12 77 P6 % within group 31.60% 41.50% 21.10% 30.80% Count 11 4 4 19 S1 % within group 7.20% 9.80% 7.00% 7.60% Count 14 7 9 30 S2 % within group 9.20% 17.10% 15.80% 12.00% Count 25 7 9 41 S3 % within group 16.40% 17.10% 15.80% 16.40% 72 Count 9 1 4 14 S4 % within group 5.90% 2.40% 7.00% 5.60% Count 6 1 2 9 S5 % within group 3.90% 2.40% 3.50% 3.60% Count 8 1 2 11 S6 % within group 5.30% 2.40% 3.50% 4.40% Count 2 0 1 3 Tertiary % within group 1.30% 0.00% 1.80% 1.20% Count 152 41 57 250 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.8 When did you get the education? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Before I received Count 152 43 195 129 my VT/ Appren- % within group 93.30% 97.70% 94.20% 48.10% ticeship At the same time Count 5 1 6 71 as my VT/ Appren- % within group 3.10% 2.30% 2.90% 26.50% ticeship After my VT/ Ap- Count 6 0 6 68 prenticeship % within group 3.70% 0.00% 2.90% 25.40% Count 163 44 207 268 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.9 Are you currently continuing your studies? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 5 0 2 7 Yes % within group 3.10% 0.00% 3.40% 2.70% Count 154 43 57 254 No % within group 96.90% 100.00% 96.60% 97.30% Count 159 43 59 261 Total % within group 100.00% 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 73 Q2.10 YES--what kind of studies? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Formal Count 3 1 4 7 academic % within group 75.00% 50.00% 66.70% 2.70% education Vocational Count 1 1 2 254 training % within group 25.00% 50.00% 33.30% 97.30% Count 4 2 6 261 Total % within group 100.00% 100.00% 100.00% 100.00% Q2.11 Which agency/institution is providing this education/training? By Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 0 1 1 7 RDRC % within group 0.00% 50.00% 25.00% 2.60% Count 1 1 2 5 Self % within group 50.00% 50.00% 50.00% 1.90% Kigali Institute of Count 1 0 1 255 Education (KIG) % within group 50.00% 0.00% 25.00% 95.50% Count 2 2 4 267 Total % within group 100.00% 100.00% 100.00% 100.00% Vocation Q3.1-1 Employment Status-1 by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 26 9 9 44 Unemployed % within group 15.80% 20.00% 15.50% 16.40% Count 0 0 3 3 Studying/ Training % within group 0.00% 0.00% 5.20% 1.10% Housewife/ Working in the Count 1 1 1 3 home % within group 0.60% 2.20% 1.70% 1.10% Count 0 1 0 1 Retired (not economically active) % within group 0.00% 2.20% 0.00% 0.40% 74 Employed working for Count 52 12 25 89 employer (private sector) % within group 31.50% 26.70% 43.10% 33.20% Employed working for Count 6 1 1 8 employer (public sector) % within group 3.60% 2.20% 1.70% 3.00% Self-employed Count 22 9 12 43 (agriculture) % within group 13.30% 20.00% 20.70% 16.00% Self-employed Count 39 9 5 53 (vocational trade) % within group 23.60% 20.00% 8.60% 19.80% Self-employed Count 2 0 0 2 (retail) % within group 1.20% 0.00% 0.00% 0.70% Self-employed Count 10 2 1 13 (manufacturing) % within group 6.10% 4.40% 1.70% 4.90% Involved in/ reliant on Count 2 0 1 3 informal economic sector % within group 1.20% 0.00% 1.70% 1.10% Supplementing income w/ Count 5 1 0 6 subsistence activities % within group 3.00% 2.20% 0.00% 2.20% Count 165 45 58 268 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.1-2 Employment Status-2 by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 2 0 0 2 Studying/ Training % within group 8.30% 0.00% 0.00% 6.10% Employed working for Count 1 0 0 1 employer (agriculture) % within group 4.20% 0.00% 0.00% 3.00% Employed working for Count 3 2 1 6 employer (private sector) % within group 12.50% 100.00% 14.30% 18.20% Count 8 0 5 13 Self-employed (agriculture) % within group 33.30% 0.00% 71.40% 39.40% Self-employed Count 1 0 0 1 (fisheries) % within group 4.20% 0.00% 0.00% 3.00% Self-employed Count 7 0 1 8 (vocational trade) % within group 29.20% 0.00% 14.30% 24.20% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 75 Supplementing income Count 2 0 0 2 w/ subsistence activities % within group 8.30% 0.00% 0.00% 6.10% Count 24 2 7 33 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.2 Working the whole year through? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 74 16 28 118 Yes % within group 77.90% 80.00% 82.40% 79.20% Count 21 4 6 31 No % within group 22.10% 20.00% 17.60% 20.80% Count 95 20 34 149 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.4 Have you ever worked in area of training? by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 50 11 61 Yes % within group 42.00% 37.90% 41.20% Count 69 18 87 No % within group 58.00% 62.10% 58.80% Count 119 29 148 Total % within group 100.00% 100.00% 100.00% Q3.7 UNEMPLOYED--Have you worked since demobilization? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 18 2 1 21 Yes % within group 78.30% 20.00% 10.00% 48.80% Count 5 8 9 22 No % within group 21.70% 80.00% 90.00% 51.20% Count 23 10 10 43 Total % within group 100.00% 100.00% 100.00% 100.00% 76 Q3.8 UNEMPLOYED--Previous job in field of training? by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 10 1 11 Yes, field of vocational training % within group 50.00% 50.00% 50.00% No, not in field of vocational Count 10 1 11 training % within group 50.00% 50.00% 50.00% Count 20 2 22 Total % within group 100.00% 100.00% 100.00% Q3.9 UNEMPLOYED--Chances of finding a job? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 8 0 0 8 Good % within group 42.10% 0.00% 0.00% 38.10% Count 11 1 1 13 Poor % within group 57.90% 100.00% 100.00% 61.90% Count 19 1 1 21 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.10-1 In which sectors do you engage in income generation?-1 by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 29 11 21 61 Crop farming % within group 19.50% 33.30% 45.70% 26.80% Count 0 1 0 1 Livestock farming % within group 0.00% 3.00% 0.00% 0.40% Count 12 0 0 12 Mechanic % within group 8.10% 0.00% 0.00% 5.30% Count 4 0 0 4 Carpenter % within group 2.70% 0.00% 0.00% 1.80% Count 23 2 0 25 Welder % within group 15.40% 6.10% 0.00% 11.00% Count 0 0 1 1 Shoemaker % within group 0.00% 0.00% 2.20% 0.40% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 77 Count 8 0 0 8 Plumbing % within group 5.40% 0.00% 0.00% 3.50% Count 0 0 1 1 Food processing % within group 0.00% 0.00% 2.20% 0.40% Count 2 2 1 5 Driving % within group 1.30% 6.10% 2.20% 2.20% Count 3 4 0 7 Tailoring % within group 2.00% 12.10% 0.00% 3.10% Count 0 0 1 1 Textile-weaving % within group 0.00% 0.00% 2.20% 0.40% Count 1 0 0 1 Shoe repair % within group 0.70% 0.00% 0.00% 0.40% Count 4 0 1 5 Electrician % within group 2.70% 0.00% 2.20% 2.20% Count 21 2 1 24 Masonry % within group 14.10% 6.10% 2.20% 10.50% Count 1 0 0 1 Catering/ Hospitality % within group 0.70% 0.00% 0.00% 0.40% Count 33 7 16 56 Private Security % within group 22.10% 21.20% 34.80% 24.60% Count 1 0 1 2 Trading/ Commerce % within group 0.70% 0.00% 2.20% 0.90% Count 0 2 0 2 Painter % within group 0.00% 6.10% 0.00% 0.90% Count 0 0 1 1 Civil Servant % within group 0.00% 0.00% 2.20% 0.40% Count 1 0 0 1 Private Sector (other) % within group 0.70% 0.00% 0.00% 0.40% Count 1 1 0 2 Computers / Electronics % within group 0.70% 3.00% 0.00% 0.90% Count 1 1 0 2 Sales / Retail % within group 0.70% 3.00% 0.00% 0.90% Count 1 0 0 1 Parking Agent/ Attendant % within group 0.70% 0.00% 0.00% 0.40% 78 Count 0 0 1 1 Gardener / Landscaper % within group 0.00% 0.00% 2.20% 0.40% Count 2 0 0 2 Teacher/ Instructor % within group 1.30% 0.00% 0.00% 0.90% Government welfare Count 1 0 0 1 check % within group 0.70% 0.00% 0.00% 0.40% Count 149 33 46 228 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.11-1 How much knowledge--Marketing? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 61 14 20 95 None % within group 53.50% 51.90% 60.60% 54.60% Count 25 11 9 45 Little % within group 21.90% 40.70% 27.30% 25.90% Count 21 2 2 25 Some % within group 18.40% 7.40% 6.10% 14.40% Count 7 0 2 9 A lot % within group 6.10% 0.00% 6.10% 5.20% Count 114 27 33 174 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.11-2 How much knowledge--Accounting? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 66 18 16 100 None % within group 58.40% 66.70% 48.50% 57.80% Count 25 7 11 43 Little % within group 22.10% 25.90% 33.30% 24.90% Count 16 0 5 21 Some % within group 14.20% 0.00% 15.20% 12.10% Count 6 2 1 9 A lot % within group 5.30% 7.40% 3.00% 5.20% Count 113 27 33 173 Total % within group 100.00% 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 79 Q3.11-3 How much knowledge--Communication? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 62 14 18 94 None % within group 54.40% 51.90% 54.50% 54.00% Count 34 8 12 54 Little % within group 29.80% 29.60% 36.40% 31.00% Count 16 3 3 22 Some % within group 14.00% 11.10% 9.10% 12.60% Count 2 2 0 4 A lot % within group 1.80% 7.40% 0.00% 2.30% Count 114 27 33 174 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.11-4 How much knowledge--Management? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 54 17 13 84 None % within group 47.80% 63.00% 39.40% 48.60% Count 27 8 14 49 Little % within group 23.90% 29.60% 42.40% 28.30% Count 23 1 5 29 Some % within group 20.40% 3.70% 15.20% 16.80% Count 9 1 1 11 A lot % within group 8.00% 3.70% 3.00% 6.40% Count 113 27 33 173 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.12-1 Other business skills--Skills? by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Non-VSW group Total Trading/ Count 6 3 3 12 Commerce % within group 28.60% 75.00% 50.00% 38.70% Planning/ Count 3 0 2 5 Project Design % within group 14.30% 0.00% 33.30% 16.10% Shop Keeping/ Count 3 0 1 4 Running a shop % within group 14.30% 0.00% 16.70% 12.90% 80 Agriculture-spe- Count 2 0 0 2 cific business % within group 9.50% 0.00% 0.00% 6.50% skills Customer Count 5 1 0 6 care/ customer % within group 23.80% 25.00% 0.00% 19.40% service Forming/ Count 1 0 0 1 managing % within group 4.80% 0.00% 0.00% 3.20% cooperatives Entrepreneur- Count 1 0 0 1 ship/ Starting a % within group 4.80% 0.00% 0.00% 3.20% business Count 21 4 6 31 Total % within group 100.00% 100.00% 100.00% 100.00% Q3.13-1 What business skills would you like to learn? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 13 1 3 17 None % within group 14.30% 4.30% 12.50% 12.30% Count 28 28 7 49 Marketing % within group 30.80% 60.90% 29.20% 35.50% Accounting/ Count 11 0 1 12 Budgeting % within group 12.10% 0.00% 4.20% 8.70% Count 16 4 3 23 Communication % within group 17.60% 17.40% 12.50% 16.70% Count 17 3 7 27 Management % within group 18.70% 13.00% 29.20% 19.60% Count 4 0 2 6 Driving % within group 4.40% 0.00% 8.30% 4.30% Count 1 0 1 2 ICT % within group 1.10% 0.00% 4.20% 1.40% English/ French Count 1 1 0 2 Languages % within group 1.10% 4.30% 0.00% 1.40% Count 91 23 24 138 Total % within group 100.00% 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 81 Training and Skills Q4.1a Have you ever used your skills? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Total Count 47 17 64 I have used it, but not any more % within group 28.70% 37.80% 30.60% Count 96 22 118 I am currently using it % within group 58.50% 48.90% 56.50% Count 21 6 27 No, I never used it after training % within group 12.80% 13.30% 12.90% Count 164 45 209 Total % within group 100.00% 100.00% 100.00% Q4.1b-1 If No, explain-1 by Q1.0 Sample Group OPEN-ENDED: VT Group Apprenticeship Group Total Count 1 1 2 VTC - poor quality of instruction % within group 4.80% 20.00% 7.70% Count 5 2 7 VTC - I wasn't provided with tools % within group 23.80% 40.00% 26.90% Count 1 0 1 Personal - Lack of time/availability % within group 4.80% 0.00% 3.80% Count 2 0 2 VTC - training wasn't long enough % within group 9.50% 0.00% 7.70% Count 1 0 1 RDRC support/ training finished early % within group 4.80% 0.00% 3.80% VTC - Did not offer internship or practi- Count 2 0 2 cal work % within group 9.50% 0.00% 7.70% Count 1 0 1 VTC - No certificate issued after training % within group 4.80% 0.00% 3.80% Count 1 0 1 Personal - resumed studies instead % within group 4.80% 0.00% 3.80% Job required drivers license (did not Count 1 0 1 obtain) % within group 4.80% 0.00% 3.80% 82 Limited market for skills / can't find Count 4 0 4 work % within group 19.00% 0.00% 15.40% Count 1 1 2 My tools were stolen % within group 4.80% 20.00% 7.70% Got a job in another field before I could Count 1 0 1 use skill % within group 4.80% 0.00% 3.80% Count 0 1 1 No English skills to compete % within group 0.00% 20.00% 3.80% Count 21 5 26 Total % within group 100.00% 100.00% 100.00% Q4.2.1-1 Which trade did you choose? by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 1 0 1 Crop farming % within group 0.60% 0.00% 0.50% Count 0 1 1 Livestock farming % within group 0.00% 2.40% 0.50% Count 25 2 27 Mechanic % within group 15.20% 4.80% 13.10% Count 10 3 13 Carpenter % within group 6.10% 7.10% 6.30% Count 36 5 41 Welder % within group 22.00% 11.90% 19.90% Count 13 5 18 Plumbing % within group 7.90% 11.90% 8.70% Count 1 0 1 Food processing % within group 0.60% 0.00% 0.50% Count 4 0 4 Hairdressing/ Salon % within group 2.40% 0.00% 1.90% Count 6 4 10 Driving % within group 3.70% 9.50% 4.90% Count 15 5 20 Tailoring % within group 9.10% 11.90% 9.70% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 83 Count 0 1 1 Textile-weaving % within group 0.00% 2.40% 0.50% Count 1 0 1 Shoe repair % within group 0.60% 0.00% 0.50% Count 1 0 1 Photo-printing % within group 0.60% 0.00% 0.50% Count 10 1 11 Electrician % within group 6.10% 2.40% 5.30% Count 29 12 41 Masonry % within group 17.70% 28.60% 19.90% Count 7 0 7 Catering/ Hospitality % within group 4.30% 0.00% 3.40% Count 0 2 2 Painting % within group 0.00% 4.80% 1.00% Count 3 0 3 ICT % within group 1.80% 0.00% 1.50% Count 2 1 3 Electronics & computer repair % within group 1.20% 2.40% 1.50% Count 164 42 206 Total % within group 100.00% 100.00% 100.00% Q4.2c Reason for choosing skills area by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Want to improve on previous Count 10 4 14 knowledge/experience % within group 6.50% 9.50% 7.10% Market demand is high/ easy Count 42 4 46 to find a job % within group 27.30% 9.50% 23.50% Already owns equipment/ Count 2 0 2 tools % within group 1.30% 0.00% 1.00% Count 4 2 6 Preference based on physical disability % within group 2.60% 4.80% 3.10% I thought this skill would help Count 9 3 12 improve my life % within group 5.80% 7.10% 6.10% 84 Ease of access to resources for Count 1 0 1 using skill % within group 0.60% 0.00% 0.50% Personal interest/ passion for Count 49 19 68 skill area % within group 31.80% 45.20% 34.70% It was the only option avail- Count 4 3 7 able to me % within group 2.60% 7.10% 3.60% I can help my community Count 1 0 1 with this skill % within group 0.60% 0.00% 0.50% I thought it would be easy to Count 6 3 9 learn % within group 3.90% 7.10% 4.60% I thought it would be a stable Count 5 1 6 and reliable source of income % within group 3.20% 2.40% 3.10% Count 2 0 2 Important vocation/ respect % within group 1.30% 0.00% 1.00% The skill allows me to be Count 4 0 4 self-employed/ have my own % within group 2.60% 0.00% 2.00% business/ work solo Already had a job lined up in Count 1 0 1 field % within group 0.60% 0.00% 0.50% I can earn a lot of money Count 5 1 6 quickly with this skill % within group 3.20% 2.40% 3.10% I can use this skill near my Count 2 2 4 family or anywhere % within group 1.30% 4.80% 2.00% Preference based on Count 3 0 3 advanced age % within group 1.90% 0.00% 1.50% Count 1 0 1 Friends/ family made me do it % within group 0.60% 0.00% 0.50% Count 3 0 3 It is a skill I thought I could do % within group 1.90% 0.00% 1.50% Count 154 42 196 Total % within group 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 85 Q4.3a Had you been aware of the advantages of training? VT Group Apprenticeship Group Total Count 131 29 160 Yes % within group 79.40% 65.90% 76.60% Count 34 15 49 No % within group 20.60% 34.10% 23.40% Count 165 44 209 Total % within group 100.00% 100.00% 100.00% Q4.3b-1 YES--What are they? by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 37 9 46 Higher income potential % within group 32.20% 32.10% 32.20% Count 10 0 10 Gain respect in community % within group 8.70% 0.00% 7.00% Count 5 2 7 Can be used anywhere % within group 4.30% 7.10% 4.90% Count 39 12 51 Provides skills for earning a real living/ having a career % within group 33.90% 42.90% 35.70% Helps me find work quickly/ Count 12 1 13 more opportunities for work % within group 10.40% 3.60% 9.10% More likely to succeed in self- Count 1 0 1 employment % within group 0.90% 0.00% 0.70% For the sake of gaining Count 4 1 5 knowledge % within group 3.50% 3.60% 3.50% Self-improvement/ satisfac- Count 4 3 7 tion/ well-being % within group 3.50% 10.70% 4.90% Provides stability for myself/ Count 3 0 3 my family % within group 2.60% 0.00% 2.10% Count 115 28 143 Total % within group 100.00% 100.00% 100.00% 86 Q4.4 Orientation helpful in choosing skill area? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total I did not receive an Count 26 8 34 84 orientation % within group 15.80% 17.80% 16.20% 48.60% Yes, it helped me make Count 107 31 138 49 a good decision % within group 64.80% 68.90% 65.70% 28.30% Yes, it helped to some Count 29 4 33 29 extent % within group 17.60% 8.90% 15.70% 16.80% Count 3 2 5 11 No, it did not help % within group 8.00% 3.70% 3.00% 6.40% Count 113 27 33 173 Total 100.00% 100.00% 100.00% 100.00% Q4.5.1 Received VT in first choice? by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 141 41 182 Yes % within group 86.00% 91.10% 87.10% Count 23 4 27 No % within group 14.00% 8.90% 12.90% Count 164 45 209 Total % within group 100.00% 100.00% 100.00% Q4.5.2-1 NO--Reason by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Non-VSW group Total Preferred VT skill was Count 14 2 16 84 not available % within group 66.70% 50.00% 64.00% 48.60% Preferred VT skill class Count 3 0 3 49 was full % within group 14.30% 0.00% 12.00% 28.30% Sent to another type of Count 2 2 4 29 skills training % within group 9.50% 50.00% 16.00% 16.80% Did not meet the quali- Count 1 0 1 11 fications for skill area % within group 4.80% 0.00% 4.00% 6.40% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 87 Count 1 0 1 173 Do Not Know % within group 4.80% 0.00% 4.00% 100.00% Total Count 21 4 25 % within group 100.00% 100.00% 100.00% Q4.5.2-2 NO--What type did you receive? by Sample Group VT Group Apprenticeship Group Total Count 1 0 1 Crop farming % within group 4.80% 0.00% 4.00% Count 6 0 6 Mechanic % within group 28.60% 0.00% 24.00% Count 1 0 1 Carpenter % within group 4.80% 0.00% 4.00% Count 1 0 1 Welder % within group 4.80% 0.00% 4.00% Count 1 0 1 Shoemaker % within group 4.80% 0.00% 4.00% Count 1 0 1 Plumbing % within group 4.80% 0.00% 4.00% Count 2 0 2 Driving % within group 9.50% 0.00% 8.00% Count 3 2 5 Tailoring % within group 14.30% 50.00% 20.00% Count 5 2 7 Masonry % within group 23.80% 50.00% 28.00% Count 21 4 25 TOTAL % within group 100.00% 100.00% 100.00% 88 Q4.8.1 Was training what you expected? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Yes, it was more than Count 19 5 24 84 what I expected % within group 11.70% 11.10% 11.50% 48.60% Yes, it met my expecta- Count 98 29 127 49 tion % within group 60.10% 64.40% 61.10% 28.30% Count 30 6 36 29 No, it disappointed me % within group 18.40% 13.30% 17.30% 16.80% I didn't have an expec- Count 16 5 21 11 tation % within group 9.80% 11.10% 10.10% 6.40% Count 163 45 208 173 Total % within group 100.00% 100.00% 100.00% 100.00% Q4.8.2-1 Expectations--Aspect by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 80 21 101 Curriculum/ course of study % within group 80.00% 87.50% 81.50% Count 3 1 4 Quality of instruction % within group 3.00% 4.20% 3.20% Orientation/ skill area coun- Count 2 0 2 seling % within group 2.00% 0.00% 1.60% Count 5 0 5 Quality of tools/ equipment % within group 5.00% 0.00% 4.00% Count 6 2 8 Amount of practical training % within group 6.00% 8.30% 6.50% Count 4 0 4 Length of training % within group 4.00% 0.00% 3.20% Count 100 24 124 Generic/ non-descript % within group 100.00% 100.00% 100.00% Count 110 24 134 Total % within group 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 89 Q4.8.2-2 Expectations--Why by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Satisfied with training, theory & Count 42 14 56 practice % within group 36.80% 41.20% 37.80% Did not receive training in Count 5 4 9 preferred skill area % within group 4.40% 11.80% 6.10% Count 5 1 6 Not detailed/ in-depth enough % within group 4.40% 2.90% 4.10% Count 11 5 16 Previous knowledge/ experience of skill area % within group 9.60% 14.70% 10.80% Count 3 0 3 I have a better life after training % within group 2.60% 0.00% 2.00% Count 6 3 9 Training was shorter than expected % within group 5.30% 8.80% 6.10% Count 1 0 1 Training was not a good fit for me % within group 0.90% 0.00% 0.70% Count 2 1 3 It simply was not what I expected % within group 1.80% 2.90% 2.00% Count 2 0 2 I did not finish the training % within group 1.80% 0.00% 1.40% Training was more difficult than I Count 1 0 1 expected % within group 0.90% 0.00% 0.70% I expected they would teach us Count 1 0 1 English/French language skills % within group 0.90% 0.00% 0.70% VT prepared me well for finding/ Count 31 6 37 doing work in my skill % within group 27.20% 17.60% 25.00% Count 1 0 1 Trainers were poor quality % within group 0.90% 0.00% 0.70% Not able to find permanent em- Count 3 0 3 ployment with skill % within group 2.60% 0.00% 2.00% Count 114 34 148 Total % within group 100.00% 100.00% 100.00% 90 Q4.9.1 Time to conduct own work? by Sample Group VT Group Apprenticeship Group Total Count 45 17 62 Yes % within group 27.40% 37.80% 29.70% Count 119 28 147 No % within group 72.60% 62.20% 70.30% Count 164 45 209 Total % within group 100.00% 100.00% 100.00% Q4.9.2 NO TIME--Would it have made a difference if you had been able to work? by Sample Group VT Group Apprenticeship Group Total Count 49 15 64 Yes % within group 43.40% 57.70% 46.00% Count 64 11 75 No % within group 56.60% 42.30% 54.00% Count 113 26 139 Total % within group 100.00% 100.00% 100.00% Q4.9.3 YES DIFFERENCE--Why would it have made a difference to be able to work? by Sample Group OPEN-ENDED VT Group Apprenticeship Group Total NO-Work would have interrupted Count 22 4 26 training / VT was first priority % within group 19.82% 21.10% 22.80% Count 4 0 4 NO-I had no skills regardless % within group 3.60% 42.10% 42.10% NO-I wouldn't have had any Count 15 3 18 time/energy to work % within group 13.51% 0.00% 1.80% NO-There were no work oppor- Count 3 1 4 tunities in my community/camp % within group 2.70% 0.00% 3.50% regardless Count 5 1 6 NO-I had nothing else to do % within group 4.50% 15.80% 15.80% YES-Unable to support self/ Count 40 8 48 family otherwise % within group 36.0% (81.6% of YES) 0.00% 0.90% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 91 YES-I would have improved on Count 2 0 2 my skills % within group 1.80% 5.30% 3.50% YES-I could have developed my Count 1 0 1 current business % within group 0.90% 10.50% 3.50% YES-I would have been able to Count 2 2 4 assist with home duties % within group 1.80% 0.00% 0.90% YES-I could have worked/ Count 1 0 1 improved my crop % within group 0.90% 5.30% 5.30% Did no specify 16 Count 111 19 114 Total % within group 100.00% 100.00% 100.00% Q4.10.1 Did you receive outside support during VT? VT Group Apprenticeship Group Total Count 17 1 18 Yes % within group 10.30% 2.30% 8.60% Count 148 43 191 No % within group 89.70% 97.70% 91.40% Count 165 44 209 Total % within group 100.00% 100.00% 100.00% Q4.10.2-1 OUTSIDE SUPPORT--Type by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 1 0 1 Business skills % within group 6.30% 0.00% 5.90% Count 4 0 4 Masonry % within group 25.00% 0.00% 23.50% Count 1 0 1 Crop farming % within group 6.30% 0.00% 5.90% Count 2 0 2 Mechanics % within group 12.50% 0.00% 11.80% 92 Count 1 0 1 Plumbing % within group 6.30% 0.00% 5.90% Count 2 0 2 Driving instruction % within group 12.50% 0.00% 11.80% Count 1 0 1 Hospitality/ catering % within group 6.30% 0.00% 5.90% Count 1 0 1 Private security training % within group 6.30% 0.00% 5.90% Count 1 0 1 Web/internet training % within group 6.30% 0.00% 5.90% Count 1 1 2 Management/ leadership skills % within group 6.30% 100.00% 11.80% Count 1 0 1 Welding % within group 6.30% 0.00% 5.90% Count 16 1 17 Cooperatives information % within group 100.00% 100.00% 100.00% Count 18 1 19 Total % within group 100.00% 100.00% 100.00% Q4.10.2-2 OUTSIDE SUPPORT--Organization by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 6 0 6 GIZ/GTZ % within group 40.00% 0.00% 37.50% Count 1 0 1 Government % within group 6.70% 0.00% 6.30% Count 1 0 1 World Vision % within group 6.70% 0.00% 6.30% Count 1 0 1 CDF % within group 6.70% 0.00% 6.30% Count 1 1 2 JICA % within group 6.70% 100.00% 12.50% Church/ mosque/ worship com- Count 1 0 1 munity % within group 6.70% 0.00% 6.30% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 93 TOPSEC (security company Count 1 0 1 training school) Count 6.70% 0.00% 6.30% % within group 1 0 1 IGFP Count 6.70% 0.00% 6.30% % within group 1 0 1 TIGO Count 6.70% 0.00% 6.30% % within group 1 0 1 IOM Count 6.70% 0.00% 6.30% % within group 15 1 16 Total Count 100.00% 100.00% 100.00% Q4.11.1 Able to support self/family after receiving VT? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Total Count 49 9 58 Yes, completely % within group 30.60% 20.50% 28.40% Count 77 21 98 Yes, to some extent % within group 48.10% 47.70% 48.00% Count 34 14 48 No % within group 21.30% 31.80% 23.50% Count 160 44 204 Total % within group 100.00% 100.00% 100.00% Q4.11.2-1 NO/UNABLE--Why?-1 by Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 5 5 10 I was not skilled enough after VT % within group 14.30% 38.50% 20.80% There was no opportunity where I Count 9 2 11 lived to use my VT skill % within group 25.70% 15.40% 22.90% I needed cash/capital/tools to use Count 14 4 18 my VT skill % within group 40.00% 30.80% 37.50% Count 3 1 4 I was not physically well enough/ able to use my VT skill % within group 8.60% 7.70% 8.30% 94 I did not receive a certificat of Count 1 0 1 completion % within group 2.90% 0.00% 2.10% I needed a driver license and was Count 1 0 1 unable to obtain one % within group 2.90% 0.00% 2.10% I continued with my education Count 1 0 1 instead % within group 2.90% 0.00% 2.10% I got a job in another field before I Count 1 1 2 could use my skills % within group 2.90% 7.70% 4.20% Count 35 13 48 Total % within group 100.00% 100.00% 100.00% Q4.11.2-2 NO/UNABLE--Why?-2 by Sample Group OPEN-ENDED VT Group Apprenticeship Group Total There was no opportunity Count 3 2 5 where I lived to use my % within group 60.00% 100.00% 71.40% VT skill I needed cash/capital/tools Count 2 0 2 to use my VT skill % within group 40.00% 0.00% 28.60% Count 5 2 7 Total % within group 100.00% 100.00% 100.00% Q4.12.1 Received follow-up after VT? by Sample Group VT Group Apprenticeship Group Total Count 12 3 15 Yes % within group 7.30% 7.00% 7.20% Count 152 40 192 No % within group 92.70% 93.00% 92.80% Count 164 43 207 Total % within group 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 95 Q4.12.2 YES FOLLOW-UP--Describe by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 2 0 2 Received materials after training % within group 18.20% 0.00% 14.30% Count 4 3 7 Received advice after training % within group 36.40% 100.00% 50.00% Received recommendation/ Count 2 0 2 referral % within group 18.20% 0.00% 14.30% Count 1 0 1 Helped me negotiate a good price for crops at market % within group 9.10% 0.00% 7.10% Count 2 0 2 Staff came to check up on us % within group 18.20% 0.00% 14.30% Count 11 3 14 Total % within group 100.00% 100.00% 100.00% Q4.13 How would you compare your current economic situation with pre-training by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Total Count 4 5 9 Much poorer % within group 2.40% 11.60% 4.30% Count 45 14 59 Poorer % within group 27.40% 32.60% 28.50% Count 35 9 44 Stayed the same % within group 21.30% 20.90% 21.30% Count 80 15 95 Richer % within group 48.80% 34.90% 45.90% Count 164 43 207 Total % within group 100.00% 100.00% 100.00% 96 Q4.14-1 Information counseling received during training-1 CHOICES READ ALOUD: VT Group Apprenticeship Group Count 52 19 None % within group 32.70% 43.20% Count 34 8 Human Rights % within group 21.40% 18.20% Count 12 7 Health % within group 7.50% 15.90% Count 50 8 HIV/AIDS % within group 31.40% 18.20% Count 6 2 Gender % within group 3.80% 4.50% Business/ Professional life counsel- Count 2 0 ing % within group 1.30% 0.00% Count 1 0 Discipline % within group 0.60% 0.00% Count 1 0 Social Skills % within group 0.60% 0.00% Working in a cooperative after Count 1 0 completion % within group 0.60% 0.00% Count 159 44 Total % within group 100.00% 100.00% Q4.14-2 Information counseling received during training-2 CHOICES READ ALOUD: VT Group Apprenticeship Group Count 4 0 Human Rights % within group 7.80% 0.00% Count 12 3 Health % within group 23.50% 30.00% Count 20 3 HIV/AIDS % within group 39.20% 30.00% Count 8 3 Gender % within group 15.70% 30.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 97 Business/ Professional life counsel- Count 3 0 ing % within group 5.90% 0.00% Count 1 1 Discipline % within group 2.00% 10.00% Count 1 0 Moral Conduct/ Values % within group 2.00% 0.00% Count 0 0 Social Skills % within group 0.00% 0.00% Count 1 0 Family planning % within group 2.00% 0.00% Count 1 0 Leadership % within group 2.00% 0.00% Count 51 10 Total % within group 100.00% 100.00% Q4.15-1 What did you find helpful in VT?-1 by Q1.0 Sample Group VT Group Apprenticeship Group Count 6 1 None % within group 3.80% 2.30% Count 121 35 Improvement in occupational skills % within group 75.60% 79.50% Count 20 3 Improvement in business skills % within group 12.50% 6.80% Count 7 3 Moral/ Psychological support % within group 4.40% 6.80% Count 1 0 Labor market awareness % within group 0.60% 0.00% Communication with people of the Count 4 2 same vocational interest % within group 2.50% 4.50% Count 1 0 It sharpens one's mind % within group 0.60% 0.00% Count 160 44 Total % within group 100.00% 100.00% 98 Q4.15-2 What did you find helpful in VT?-2 by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 8 2 10 Improvement in occupational skills % within group 9.30% 9.50% 9.30% Count 14 2 16 Improvement in business skills % within group 16.30% 9.50% 15.00% Count 21 8 29 Moral/ Psychological support % within group 24.4% (13.1% 38.10% 27.10% overall) Count 5 3 8 Labor market awareness % within group 5.80% 14.30% 7.50% Communication with people of the Count 38 6 44 same vocational interest % within group 44.20% 28.60% 41.10% Count 86 21 107 Total % within group 100.00% 100.00% 100.00% Q4.15-3 What did you find helpful in VT?-3 by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 2 0 2 Improvement in occupational skills % within group 6.50% 0.00% 5.30% Count 2 1 3 Improvement in business skills % within group 6.50% 14.30% 7.90% Count 13 1 14 Moral/ Psychological support % within group 41.90% 14.30% 36.80% Count 4 2 6 Labor market awareness % within group 12.90% 28.60% 15.80% Communication with people of the Count 10 3 13 same vocational interest % within group 32.30% 42.90% 34.20% Count 31 7 38 Total % within group 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 99 Q4.16-1 VT Improvements?-1 By Q1.0 Sample Group VT Group Apprenticeship Total OPEN-ENDED Group Count 45 20 65 Extend the training period % within group 30.20% 47.60% 34.00% VTCs should be closer to home/ more Count 1 1 2 accessible % within group 0.70% 2.40% 1.00% Count 1 1 2 Industrial skills training needed % within group 0.70% 2.40% 1.00% Count 11 3 14 More practical work during VT % within group 7.40% 7.10% 7.30% Better labor market research/data on Count 1 0 1 skills training provided % within group 0.70% 0.00% 0.50% Count 14 2 16 Increased follow-up by VTCs % within group 9.40% 4.80% 8.40% Count 23 2 25 Nothing/ No improvement necessary % within group 15.40% 4.80% 13.10% Count 2 0 2 Better guidance in formering cooperatives % within group 1.30% 0.00% 1.00% Improved quality/quantity of tools/ Count 15 0 15 equipment during training % within group 10.10% 0.00% 7.90% Count 2 1 3 English/French language training % within group 1.30% 2.40% 1.60% Count 1 0 1 Lodging/meals support % within group 0.70% 0.00% 0.50% Better guidance/counseling and attention Count 1 1 2 to students % within group 0.70% 2.40% 1.00% Count 3 4 7 More variety of skills/ expand choices % within group 2.00% 9.50% 3.70% Count 3 1 4 Let students work during VT % within group 2.00% 2.40% 2.10% Count 1 0 1 More emphasis on completion of training % within group 0.70% 0.00% 0.50% Count 3 0 3 Must include internship during training % within group 2.00% 0.00% 1.60% 100 Count 1 2 3 Better/ permanent instructors % within group 0.70% 4.80% 1.60% Count 2 0 2 Provide capital after training % within group 1.30% 0.00% 1.00% Count 2 2 4 Provide quality tools after training % within group 1.30% 4.80% 2.10% Count 1 0 1 Increased monitoring by RDRC for quality % within group 0.70% 0.00% 0.50% Assistance with finding/ securing Count 7 2 9 employment after % within group 4.70% 4.80% 4.70% More entrepreneurship training/ how to Count 1 0 1 start a business % within group 0.70% 0.00% 0.50% Count 2 0 2 Offer multiple training sessions % within group 1.30% 0.00% 1.00% Provide support to our families while we Count 4 0 4 are training % within group 2.70% 0.00% 2.10% Opportunities for internships with large/ Count 1 0 1 established companies % within group 0.70% 0.00% 0.50% Higher/ sufficient living allowances Count 1 0 1 % within group 0.70% 0.00% 0.50% Count 149 42 191 Total % within group 100.00% 100.00% 100.00% Q4.17 Did training center provide entrepreneurship courses during training? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Total Count 59 28 87 No, I didn't receive any % within group 36.00% 63.60% 41.80% Count 76 13 89 Yes, but limited amount % within group 46.30% 29.50% 42.80% Yes, I received the right amount of Count 29 3 32 entrepreneurship courses % within group 17.70% 6.80% 15.40% Count 164 44 208 Total % within group 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 101 Q4.18a Received entrepreneurship training from other orgs after reintegration by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 130 42 44 216 No, I have not % within group 82.30% 93.30% 80.00% 83.70% Count 28 3 11 42 Yes, I have % within group 17.70% 6.70% 20.00% 16.30% Count 158 45 55 258 Total % within group 100.00% 100.00% 100.00% 100.00% Q4.18b-1 YES--What kind? by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total OPEN-ENDED Group Count 1 0 0 1 Marketing % within group 3.80% 0.00% 0.00% 2.60% Count 0 0 1 1 Accounting/Budgeting % within group 0.00% 0.00% 9.10% 2.60% Count 2 0 0 2 Management % within group 7.70% 0.00% 0.00% 5.10% Count 15 0 6 21 Business Planning/ Project Design % within group 57.7% (9.5% of 0.00% 54.50% 53.80% total) Count 2 1 2 5 Cooperative Management % within group 7.70% 50.00% 18.20% 12.80% Crop farming business Count 3 1 0 4 skills % within group 11.50% 50.00% 0.00% 10.30% Count 2 0 2 4 Entrepreneurship (general) % within group 7.70% 0.00% 18.20% 10.30% Evaluating / assessing your Count 1 0 0 1 business % within group 3.80% 0.00% 0.00% 2.60% Count 26 2 11 39 Total % within group 100.00% 100.00% 100.00% 100.00% 102 Q4.18b-3 YES--Institution? by Q1.0 Sample Group VT Group Apprenticeship Non-VSW group Total Group Count 1 0 0 1 EMAWOS % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 DUTERIMBERE % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 RDB % within group 3.80% 0.00% 0.00% 2.60% District Government/ Count 2 0 2 4 Office % within group 7.70% 0.00% 20.00% 10.50% Count 4 0 0 4 GIZ/GTZ % within group 15.40% 0.00% 0.00% 10.50% Count 1 0 0 1 CDF % within group 3.80% 0.00% 0.00% 2.60% Count 7 2 5 14 RDRC % within group 26.90% 100.00% 50.00% 36.80% Count 1 0 0 1 Nyanza VTC % within group 3.80% 0.00% 0.00% 2.60% Centre des Leunes de Count 1 0 0 1 Muhanga % within group 3.80% 0.00% 0.00% 2.60% Count 0 0 1 1 DUHA Institute % within group 0.00% 0.00% 10.00% 2.60% Count 0 0 1 1 SAM-Kenya % within group 0.00% 0.00% 10.00% 2.60% Count 1 0 0 1 Mutabo % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 ESCO-Butare % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 Sano Motel % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 Kinigi Guest House % within group 3.80% 0.00% 0.00% 2.60% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 103 Ex-Combatant coopera- Count 1 0 0 1 tive % within group 3.80% 0.00% 0.00% 2.60% Church / Mosque / Count 1 0 0 1 worship community % within group 3.80% 0.00% 0.00% 2.60% Count 1 0 0 1 Secondary school % within group 3.80% 0.00% 0.00% 2.60% Count 0 0 1 1 RDS Global Fund % within group 0.00% 0.00% 10.00% 2.60% Count 26 2 10 38 Total % within group 100.00% 100.00% 100.00% 100.00% Q4.19 Did your training include practical work? by Q1.0 Sample Group VT Group Count 3 No % within group 1.80% Count 70 Yes, but limited % within group 42.70% Count 91 Yes, and it was enough % within group 55.50% Count 164 Total % within group 100.00% Q4.20 When career/business problems after training, would you ask training center for help? by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 147 37 184 No, not at all % within group 90.70% 84.10% 89.30% Count 15 7 22 Yes, I would % within group 9.30% 15.90% 10.70% Count 162 44 206 Total % within group 100.00% 100.00% 100.00% 104 Q4.21.1 VSW training has increased my job competitiveness by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 142 39 181 Agree % within group 86.60% 86.70% 86.60% Count 22 6 28 Disagree % within group 13.40% 13.30% 13.40% Count 164 45 209 Total % within group 100.00% 100.00% 100.00% Q4.21.2 VSW training has increased my confidence by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 154 37 191 Agree % within group 93.30% 82.20% 91.00% Count 11 8 19 Disagree % within group 6.70% 17.80% 9.00% Count 165 45 210 Total % within group 100.00% 100.00% 100.00% Q4.21.3 I have obtained more trust from my family after training by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 152 45 197 Agree % within group 92.10% 100.00% 93.80% Count 13 0 13 Disagree % within group 7.90% 0.00% 6.20% Count 165 45 210 Total % within group 100.00% 100.00% 100.00% Q4.21.4 I have obtained more trust from my community after training by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 153 44 197 Agree % within group 92.70% 97.80% 93.80% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 105 Count 12 1 13 Disagree % within group 7.30% 2.20% 6.20% Count 165 45 210 Total % within group 100.00% 100.00% 100.00% Q4.21.5 VSW training has improved my overall ability regardless of whether I am using the skills in my current job by Q1.0 Sample VT Group Apprenticeship Group Total Count 140 39 179 Agree % within group 84.80% 86.70% 85.20% Count 25 6 31 Disagree % within group 15.20% 13.30% 14.80% Count 165 45 210 Total % within group 100.00% 100.00% 100.00% Q4.21.6 I have got to know more people since VSW training by Q1.0 Sample Group VT Group Apprenticeship Group Total Count 156 41 197 Agree % within group 95.10% 91.10% 94.30% Count 8 4 12 Disagree % within group 4.90% 8.90% 5.70% Count 164 45 209 Total % within group 100.00% 100.00% 100.00% Q4.22 Are you in a cooperative? by Q1.0 Sample Group VT Group Apprenticeship Group Non-VSW group Total Count 51 15 23 89 Yes % within group 31.30% 33.30% 39.00% 33.30% Count 112 30 36 178 No % within group 68.70% 66.70% 61.00% 66.70% Count 163 45 59 267 Total % within group 100.00% 100.00% 100.00% 100.00% 106 Q4.23 YES--Do you think being in a coopertive facilitates you using skills learned and increases your business income by Q1.0 CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Count 6 1 3 10 No, not at all % within group 9.80% 5.60% 15.00% 10.10% Yes, but it only fa- Count 17 5 6 28 cilitates me to use the % within group 27.90% 27.80% 30.00% 28.30% skills Yes, but it only helps to Count 20 5 8 33 increase my business % within group 32.80% 27.80% 40.00% 33.30% profit Count 18 7 3 28 Yes, it facilitates both % within group 29.50% 38.90% 15.00% 28.30% Count 61 18 20 99 Total % within group 100.00% 100.00% 100.00% 100.00% Q4.24 Do you think VSW training was the kind of support you most needed by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Total This was the kind of support I most Count 128 40 168 needed % within group 80.00% 90.90% I could have used some other kind of Count 32 4 36 support more % within group 20.00% 9.10% Count 160 44 204 Total % within group 100.00% 100.00% 100.00% Q4.25-1 YES--Why appropriate? by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total YES-But I was not given a choice on Count 3 1 4 training type % within group 3.80% 7.10% 4.30% YES-because it was my personal Count 1 0 1 preference % within group 1.30% 0.00% 1.10% YES-because it helps me survive/ Count 9 2 11 generate income % within group 11.50% 14.30% 12.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 107 Count 6 1 7 YES-It helped improve my life % within group 7.70% 7.10% 7.60% YES-because having skills gave me Count 13 2 15 hope % within group 16.70% 14.30% 16.30% YES-because it helps to secure long- Count 7 0 7 term employment % within group 9.00% 0.00% 7.60% YES-I received what I expected from Count 7 2 9 the training % within group 9.00% 14.30% 9.80% YES-I needed something more Count 2 1 3 sustainable than being given a % within group 2.60% 7.10% 3.30% cash grant Count 1 1 2 YES-because I use it every day % within group 1.30% 7.10% 2.20% Q4.25-2 YES--Why appropriate? by Q1.0 Sample Group OPEN-ENDED VT Group Apprenticeship Group Total Count 27 8 35 YES-This is the skills training I needed % within group 51.90% 72.70% 55.60% Q4.26-1 If the following activities were available to you, which would you choose-1 by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Count 85 23 41 149 Apprenticeship % within group 51.50% 51.10% 71.90% 55.80% Count 15 3 4 22 Savings group % within group 9.10% 6.70% 7.00% 8.20% Count 17 2 3 22 Lending group % within group 10.30% 4.40% 5.30% 8.20% Count 0 1 2 3 Cash transfer % within group 0.00% 2.20% 3.50% 1.10% Count 48 16 7 71 Production cooperative % within group 29.10% 35.60% 12.30% 26.60% Count 165 45 57 267 Total % within group 100.00% 100.00% 100.00% 100.00% 108 Q4.26-2 If the following activities were available to you, which would you choose-2 by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Count 11 4 3 18 Apprenticeship % within group 15.50% 19.00% 13.00% 15.70% Count 9 3 4 16 Savings group % within group 12.70% 14.30% 17.40% 13.90% Count 26 4 8 38 Lending group % within group 36.60% 19.00% 34.80% 33.00% Count 7 3 1 11 Cash transfer % within group 9.90% 14.30% 4.30% 9.60% Count 18 7 7 32 Production cooperative % within group 25.40% 33.30% 30.40% 27.80% Count 71 21 23 115 Total % within group 100.00% 100.00% 100.00% 100.00% Q4.26-3 If the following activities were available to you, which would you choose-3 by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Count 3 1 0 4 Apprenticeship % within group 11.10% 10.00% 0.00% 8.70% Count 14 4 2 20 Savings group % within group 51.90% 40.00% 22.20% 43.50% Count 5 3 3 11 Lending group % within group 18.50% 30.00% 33.30% 23.90% Count 2 1 0 3 Cash transfer % within group 7.40% 10.00% 0.00% 6.50% Count 3 1 4 8 Production cooperative % within group 11.10% 10.00% 44.40% 17.40% Count 27 10 9 46 Total % within group 100.00% 100.00% 100.00% 100.00% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 109 Q4.28 Evaluate your economic situation in comparison with other ex-combatants by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Worse than all the Count 8 4 10 22 others % within group 4.80% 8.90% 16.90% 8.20% Worse than most of Count 35 17 20 72 them % within group 21.20% 37.80% 33.90% 26.80% Better than some, worse Count 86 16 18 120 than some (average) % within group 52.10% 35.60% 30.50% 44.60% Count 36 8 11 55 Better than most of them % within group 21.80% 17.80% 18.60% 20.40% Count 0 0 0 0 Better than all of them % within group 0.00% 0.00% 0.00% 0.00% Count 165 45 59 269 Total % within group 100.00% 100.00% 100.00% 100.00% Comparative Self-Ratings Q5.1 How would you say you are doing economically in comparison to others in your community by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Worse than all the Count 9 6 10 25 others % within group 5.60% 13.60% 17.20% 9.50% Worse than most of Count 46 18 30 94 them % within group 28.80% 40.90% 51.70% 35.90% Better than some, worse Count 85 15 11 111 than some (average) % within group 53.10% 34.10% 19.00% 42.40% Count 20 5 7 32 Better than most of them % within group 12.50% 11.40% 12.10% 12.20% Count 0 0 0 0 Better than all of them % within group 0.00% 0.00% 0.00% 0.00% Count 160 44 58 262 Total % within group 100.00% 100.00% 100.00% 100.00% 110 Q5.3a Do you think your economic situation will improve in the future? by Q1.0 Sample Group CHOICES READ ALOUD: VT Group Apprenticeship Group Non-VSW group Total Count 129 36 42 207 Yes % within group 86.00% 81.80% 71.20% 81.80% Count 21 8 17 46 No % within group 14.00% 18.20% 28.80% 18.20% Count 150 44 59 253 Total % within group 100.00% 100.00% 100.00% 100.00% Q5.3b YES--Future economic situation--EXPLAIN by Q1.0 Sample Group Apprenticeship Non-VSW OPEN-ENDED VT Group Total Group group YES-I am applying/ will apply for Count 9 0 2 11 a loan for my business % within group 6.20% 0.00% 3.40% 4.50% YES-I have plans for starting a Count 6 3 3 12 new business % within group 4.10% 7.30% 5.20% 4.90% YES-I am in/ planning on joining Count 9 0 6 15 a cooperative/ lending group % within group 6.20% 0.00% 10.30% 6.10% YES-provided I receive addi- Count 12 (9.3% of 'YES') 3 0 15 tional support % within group 8.20% 7.30% 0.00% 6.10% YES-I have a plan for growing Count 6 (4.7% of 'YES') 2 0 8 my business % within group 4.10% 4.90% 0.00% 3.30% Count 1 2 10 13 YES-provided I do vocational training % within group 0.70% 4.90% 17.2% (23.8% 5.30% of YES) YES-provided I secure perma- Count 7 3 1 11 nent employment with my skills % within group 4.80% 7.30% 1.70% 4.50% YES-provided the economy/ job Count 4 0 0 4 market imrpoves in my town % within group 2.70% 0.00% 0.00% 1.60% Count 14 6 4 24 YES-because I am hard working % within group 9.60% 14.60% 6.90% 9.80% Count 0 1 1 2 YES-because I can do farming % within group 0.00% 2.40% 1.70% 0.80% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 111 YES-because I'm going to Count 4 0 0 4 develop my skills % within group 2.70% 0.00% 0.00% 1.60% YES-provided I receive good Count 3 2 0 5 quality tools % within group 2.10% 4.90% 0.00% 2.00% YES-because I have good health/ Count 3 1 0 4 I'm healthy % within group 2.10% 2.40% 0.00% 1.60% YES-because I have skills I can Count 11 3 0 14 use % within group 7.50% 7.30% 0.00% 5.70% YES-provided I gain more experi- Count 1 0 0 1 ence in my field % within group 0.70% 0.00% 0.00% 0.40% YES-provided I do additional Count 1 1 0 2 vocational training % within group 0.70% 2.40% 0.00% 0.80% YES-provided I am able to Count 3 0 0 3 receive a driver license % within group 2.10% 0.00% 0.00% 1.20% YES-because I'm doing voca- Count 0 0 3 3 tional training % within group 0.00% 0.00% 5.20% 1.20% YES-because I have hope/faith/ Count 8 2 4 14 courage % within group 5.50% 4.90% 6.90% 5.70% YES-provided I get startup Count 1 0 0 1 capital % within group 0.70% 0.00% 0.00% 0.40% YES-because I also have my crop- Count 3 0 2 5 farming % within group 2.10% 0.00% 3.40% 2.00% YES-because I have lots of Count 2 0 0 2 market exposure/ I'm attracting % within group 1.40% 0.00% 0.00% 0.80% many customers YES-because I am building my Count 3 0 0 3 own house and won't have to % within group 2.10% 0.00% 0.00% 1.20% pay rent YES-because I just got a job/ Count 2 0 2 4 promotion % within group 1.40% 0.00% 3.40% 1.60% YES-because I have friends/ Count 1 0 0 1 family who have work for me % within group 0.70% 0.00% 0.00% 0.40% YES-because I plan to save Count 1 1 1 3 money to raise capital % within group 0.70% 2.40% 1.70% 1.20% 112 YES-because I am continuing my Count 1 0 0 1 education % within group 0.70% 0.00% 0.00% 0.40% YES-because things are much Count 2 1 0 3 better now than in the past % within group 1.40% 2.40% 0.00% 1.20% YES-because I'm getting more Count 6 1 2 9 work these days in my field % within group 4.10% 2.40% 3.40% 3.70% MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 113 Notes 1. http://www.unddr.org/uploads/documents/Operational%20Guide.pdf 2. Ibid. 3. International Labour Organization, Socio-economic Reintegration of Ex-Combatants – Guidelines (Geneva: ILO, 2009). 4. UNESCO-UNEVOC, TVET in Situations Post-Conflict and Post-Disaster Report of the UNESCO-UNEVOC Online Conference, (April 2012). 5. Guy Lamb, Assessing the Reintegration of Ex-Combatants in the Context of Instability and Informal Economies: The Cases of Central Africa Republic, the Democratic Republic of Congo and South Sudan (Washington, DC: World Bank/TDRP, 2011). 6. Ibid. 7. Kees Kingma, Post-war Demobilization and the Re-integration of Ex-combatants into Civilian Life (Bonn: Bonn International Center for Conversion, 1997). 8. ILO, Socio-economic Reintegration of Ex-Combatants. 9. Ibid. 10. International Labour Organization, Manual on Training and Employment Options for Ex-Combatants (Geneva: ILO, 1997). 11. Ibid. 12. African Development Bank Group, Multi-Country Demobilization and Reintegration Transitional Support Program Appraisal Report (Af DB: undated). 13. Sarah Michael, MDRP Working Paper No. 1: Reintegration Assistance for Ex-combatants: Good Practices and Lesson Learned for the MDRP (Washington, DC: MDRP, 2006). 14. The Women’s Commission on Refugees and Children, Youth and Sustainable Livelihoods: Linking Vocational Training Programs to Market Opportunities in Northern Uganda (New York: Columbia University SIPA, 2008). 15. Gareth McKibben, Bridging the Divide: Connecting Training to Jobs in Post-Conflict Settings (City and Guilds Centre for Skills Development, 2011). 16. Michael, Reintegration Assistance for Ex-combatants. 17. Lyle Kane et al., Discussion Paper Series No.3: Education for Livelihoods and Civic Participation in Post-Conflict Countries (Bonn: UNESCO-UNEVOC International Center for Technical and Vocational Education and Training, 2007). 18. Ibid. 19. Ibid. 20. Michael, Reintegration Assistance for Ex-combatants. 21. ILO, Socio-economic Reintegration of Ex-Combatants. 22. Michael, Reintegration Assistance for Ex-combatants. 23. Ibid. 24. Ibid. 25. Ibid. 26. The Women’s Commission on Refugees and Children, Youth and Sustainable Livelihoods: Linking Vocational Training Programs to Market Opportunities in Northern Uganda. 27. Ibid. 28. McKibben, Bridging the Divide: Connecting Training to Jobs in Post-Conflict Settings. 29. Stockholm Policy Group, South Sudan DDR Programme Review Report (Stockholm: December 2010). 30. Ibid. 31. http://www.statistics.gov.rw/indicators/featured 32. Kees Kingma, The Rwanda Demobilization and Reintegration Program: Evaluation Report Prepared for the United Nations Development Programme (Kigali: United Nations Development Programme, 2001), as cited in Lars Waldorf Transitional Justice and DDR: The Case of Rwanda. 33. Reinsertion is the first part of the reintegration process. It includes an initial three-month period of assistance to help ex-combatants meet their minimum basic needs from the day of discharge, including a Basic Needs Kit (BNK), and Recognition-of-Service Allowances (RSA) for regular military personnel. Armed Group dependents are also provided with a BNK as well as basic support and rehabilitation services. 34. Of 28,441 ex-combatants demobilized in Stage II of RDRP (2002-2008), 25,981 received Reintegration Grant. According to 2002 PIM, the ex- combatants were provided with a RG of FRw 100,000 six months after demobilization. There were no changes to the time frame and RG amount in a revised PIM dated 2007. 35. The VSW is provided to ex-combatants of stage I and II, who remain vulnerable after having exhausted all their previous benefits. According to RDRC, a total of 35,699 ex-combatants have benefitted from the VSW (as of 2009). 36. The eligibility criteria to receive support through VSW was updated in 2007 and currently, the criteria include the following (i) Lack of shelter, (ii) Lack of land, (iii) Lack of marketable skills/steady income or valuable assets, and having more than five dependents, and (iv) Permanent disability/chronic illness. 114 37. A GTZ-Kf W evaluation of the RDRP noted the added value of the vocational training in terms of scaling-up in 2006. 38. The RDRC and representatives of ex-combatants conduct monitoring of the quality of training provided on a routine basis. In addition, the newly established Workforce Development Authority carries out evaluations which culminate in the issuance of certificates of completion of the training. 39. The RDRC also works with experts for each trade from the VTCs to discuss the content and quality of the toolkits. These experts also verify the quality of the toolkits before they are delivered to the beneficiaries. 40. Kingma, Post-war Demobilization and the Re-integration of Ex-combatants into Civilian Life. 41. More than USD 200 million in financing went to reintegration components of MDRP-TDRP supported DDR programs in the last decade (figures in USD): Angola: 88 million, Burundi: 20.9 million, CAR: 8,6 million, Democratic Republic of Congo: USD 45 million, Republic of Congo: 16,5 million, Rwanda: 26,5 million, Uganda: 3,5 million. 42. Ibid. 43. Kane, Education for Livelihoods and Civic Participation in Post-Conflict Countries. 44. McKibben, Bridging the Divide: Connecting Training to Jobs in Post-Conflict Settings. 45. An evaluation conducted by the GTZ and KFW in 2010 (on the Stage II of EDRP) rated the program and the reintegration component “good” in terms of sustainability. 46. It is important to note that this study was not commissioned to evaluate the results of RDRP vocational training. Therefore the main focus of the researchers was on identifying factors that result in success and developing learning for future DDR vocational training activities. Please see Appendix 4 to see a detailed analysis of survey results by demographics, education, vocation, disability status, and former military affiliation. 47. Unavailability constituted exceeded capacity of courses and absence of skills program, courses or instructors in the preferred skill area. 48. R-142, Q4.2C, Kigali, M, 43. 49. R-235, Q4.15, Musanze, M, 39. 50. R-276, Q4.9C, Rubavu, M, 31. 51. R-140, Q4.3B, Kigali, M, 45. 52. R-141, Q4.3B, Kigali, M, 37. 53. R-271, Q4.3B, Nyanza, M, 34. 54. R-141, Q4.1, Kigali, M, 37. 55. R-220, Q4.25, Kicukiro, M, 37. 56. Here, the context behind “toolkits” answer is related to the fact that tools and supplies received during DDR have become obsolete or have lost their applicability in the trade due to changing technology and market demands. It is important to note that all beneficiaries received toolkits and supplies based on the training they received in Rwanda. 57. The value and importance that beneficiaries place on a DDR training program (their buy-in) is a critical factor that resulted in successful outcomes and it is essential that further attention be devoted to understanding what in Rwanda DDR or the social and cultural context is driving such attitudes and beliefs, which is discussed further in the study. 58. Bizimana, interview by authors, Musanze, March 14, 2013. 59. Kunde, interview by authors, Kigali, March 21, 2013. 60. Rusa, interview by authors, Kigali, March 06, 2013. 61. Niyiyegeka, interview by authors, Kigali, March 06, 2013. 62. Mudumiro, interview by authors, Nyanza, March 13, 2013. 63. RDRC official, interview by authors, Kigali, March 05, 2013. 64. RDRC official, interview by authors, Kigali, March 05, 2013. 65. Kunde, interview by authors, Kigali, March 21, 2013. 66. Kareba, interview by authors, Kigali, March 21, 2013. 67. Ndahiro and Gapfizi, interviews by authors, Kigali, March 21, 2013. 68. Niyiyegeka, interview by authors, Kigali, March 06, 2013. 69. Dukuzimana, interview by authors, Rwabuye, March 13, 2013. 70. Rusa, interview by authors, Kigali, March 06, 2013. 71. Mudumiro, interview by authors, Nyanza, March 13, 2013. 72. Bizimana, interview by authors, Musanze, March 14, 2013. 73. This was illustrated by the array of responses captured in the ex-combatant surveys. 74. Rusa, interview by authors, Kigali, March 06, 2013. 75. Bizimana, interview by authors, Musanze, March 14, 2013. MAKING VOCATIONAL TRAINING WORK: A Study of Vocational Training in DDR 115 76. Nkunda, interview by authors, Kigali, March 21, 2013. 77. Lamb, Assessing the Reintegration of Ex-Combatants in the Context of Instability and Informal Economies. 78. Amanuel Mehreteab, Rwanda Demobilization and Reintegration Program: Tracer Study (Kigali: RDRC, 2005). 79. Further, when respondents were asked if they ever had quarrels with neighbors, more than 92.2 percent reported “No, Never,” while this figure is higher (94.9 percent) when asked if they had quarrel with the local government officials. The 2012 Tracer Study found similar trends with regards to quarrels with family (86.5 percent “No, Never” and friends (93.3 percent “No, Never). A majority of respondents (70 percent) said they feel close to the people in the community. 80. SEDRP Tracer Study, 2012. 81. Ibid. 82. SEDRP Community Dynamics Survey, 2012. 83. Ibid. 84. SEDRP Tracer Study, 2012. 85. SEDRP Community Dynamics Survey, 2012. 86. SEDRP Tracer Study, 2012. 87. Ibid. 88. Ibid. 89. Bizimana, interview by authors, Musanze, March 14, 2013. 90. According to the anecdotes from the key informant interviews and observations, “having a family,” with respect to ex-combatants, appears to be an indication of maturity and responsibility. Generally, an ex-combatant who has a family is expected to be mature, determined and more eager to work. 91. Mudumiro, interview by authors, Nyanza, March 13, 2013. 92. Kunde, interview by authors, Kigali, March 21, 2013. 93. Godfrey, interview by authors, Kigali, March 22, 2013. 94. http://www.doingbusiness.org/rankings 95. Kareba, interview by authors, Kigali, March 21, 2013. 96. Godfrey, interview by authors, Kigali, March 22, 2013. 97. Kareba, interview by authors, Kigali, March 21, 2013. 98. Godfrey, interview by authors, Kigali, March 22, 2013. 99. RDRC official, interviews by authors, Kigali, March 11, 2013. 100. Nkunda, interview by authors, Kigali, March 21, 2013. 101. Kunde, interview by authors, March 21, 2013 102. Kareba, interview by authors, March 21, 2013. 103. Mudumiro, interview by authors, March 13, 2013. 104. Nkunda, interview by authors, March 21, 2013. 105. Karemera, interview by authors, March 22, 2013. 106. Ndahiro and John Gapfizi, interview by authors, March 21, 2013. 107. Dukuzimana, interview by authors, March 13, 2013. 108. RDRC official, interviews by authors, March 11, 2013. 109. Godfrey, interview by authors, March 22, 2013. 110. Kareba, interview by authors, March 21, 2013. 111. Niyiyegeka, interview by authors, March 06, 2013. 112. All VTCs responded that they “talk to the ex-combatants during training to see how they are doing,” which is kind of a moral support – according to the people we interviewed, at least. 116 References “A Partnership in Need of Reaffirmation: Midterm Review of the Multi-country Demobilization and Reintegration Program (MDRP).” January 2005. DAI. “DDR in the Democratic Republic of Congo: Program Update.” September 2009. The World Bank. “DDR-Rwanda.” Special Edition, October 2007. Rwanda Demobilization and Reintegration Commission. “Developing Technical and Vocational Skills.” 2008. 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