technical vocational education and training (tvet)...

Activity Completion Report

Technical Vocational Education and

Training (TVET) for Mining Study Tour to

Australia, 21 October to 3 November 2012

Australia-Africa Partnerships Facility

Australia-Africa Partnerships Facility – Technical Vocational Education and Training in Mining Study Tour, 21 October – 3 November 2012

Activity Completion Report Page i

Table of contents

1. Introduction ............................................................................................................................................ 4

2. Background...................................................................................................................................................... 4

3. Activity objectives ........................................................................................................................................... 5

4. Methodology /approach ................................................................................................................................. 5

5. Facilitation team .............................................................................................................................................. 6

6. Participants ...................................................................................................................................................... 7

7. Program ........................................................................................................................................................... 8

8. Materials ......................................................................................................................................................... 9

9. Feedback from participants........................................................................................................................... 10

10. Feedback from facilitators and interpreters ................................................................................................. 11

11. Lessons learnt ................................................................................................................................................ 12

12. Next steps ...................................................................................................................................................... 14

13. Conclusion and recommendations ................................................................................................................ 14

Annex 1 – Photos from Technical Vocational Education and Training Study Tour ............................................. 16

List of tables

Table 1: Facilitators for Technical Vocational Education and Training (TVET) for Mining – Study Tour to Australia .... 7

Table 2: Countries participating in the Technical Vocational Education and Training in Mining Study Tour ................ 8

Table 3: Participation in the Technical Vocational Education and Training in Mining Study Tour per ministry

/institution ..................................................................................................................................................................... 8

Table 4: Overview of study tour activities ..................................................................................................................... 9

Table 5: Feedback from facilitators and interpreters .................................................................................................. 11


Activity Completion Report Page 1

1. Overview

A: AAPF database details

Database no.: 254 ARR no.: ARR 038

Date received: N/A Country: Multi-country

Activity scheduled for:

October – November 2012 Source of proposal:

Discussions with AusAID Pretoria,

requests from countries

Type of activity (code):

Multi-country Sub-sectoral outcome (code)

Mining governance

Lead implementation organisation:

Australia-Africa Partnerships

Facility (AAPF) Partner organisation:

N/A

Total approved budget:

AUD770 781

Start date: 21 October 2012 End date: 3 November 2012



B: Executive summary

Description of the activity

The Technical and Vocational Education and Training (TVET) in Mining Study Tour to Western

Australia, comprising 29 participants from 10 African countries, was conducted from 21 October

to 3 November 2012. The study tour was developed in response to suggestions made by recent

scoping missions as well as participants of previous study tours, which indicated that the

improvement of technical vocational education in areas relevant for mining was a priority for

their governments.

The objectives of the study tour were closely linked to those of the Australian Government's

Framework for Mining-related Assistance to Africa, which are to:

› explain the role of the mining industry in Australia’s training sector in shaping

curriculum, developing and monitoring competency frameworks and operating

partnerships with training providers and government;

› provide an overview of Australia’s education and training framework with emphasis on

the role of government agencies in establishing policy settings and forecasting workforce

demand;

› help participants understand the TVET system and its links to other parts of the

education system;

› explain TVET governance structures, management and operational systems, and training

products, including those relating to institutions for technical and further education

(TAFEs), private training providers and community-based not-for-profit training

providers; and

› explore possible partnership models between Australian training providers and

international partners, including contracting, auspicing and joint accreditation.

During the study tour delegates were encouraged to reflect on their understanding of its

objectives, and to explore the applicability of these objectives to their own country context.

The tour began with an introductory session in Perth, featuring meetings with federal and state

government officials, followed by field trips to the Perth, Pinjarra and Pilbara regions of Western

Australia. The study tour group was hosted by different institutions at formal and informal

functions. These institutions included the Challenger Institute of Technology, Polytechnic West,

Ngarda Corporation, Fairbridge Training Centre, Mcmahon Engineering and Murray Engineering.

Participants met community-based training organisations and industry representatives, and were

able to interact with presenters. The study tour ended in Perth, where participants presented

their country action plans and held discussions with the AAPF on potential areas of support.



B: Executive summary

Outcomes summary

Overall feedback on the substance of the study tour and what participants learned from it was

highly positive. Feedback on implementation arrangements was also uniformly positive, with the

exception of late notification of the study tour to participants (this was true virtually across the

board) and the very late processing of visas for the countries handled by DIAC, Nairobi. At the end

of the study tour each country team prepared a follow-up action plan for implementation on their

return. The action plan allowed participants to apply aspects of what had been learned on the

study tour to their own home context.

Participant feedback via the Study Tour Participant Survey, as well as verbal feedback to

facilitators and the AAPF, indicates that the study tour met the following outcomes:

› enhanced the understanding of the role of the mining industry in Australia’s training

sector in shaping curriculum, developing and monitoring competency frameworks and

operating partnerships with training providers and government;

› provided an overview of Australia’s education and training framework with emphasis on

the role of government agencies in establishing policy settings and forecasting workforce

demand in the mining sector;

› enhanced the understanding of the TVET system and its links to other parts of the

education system;

› enhanced the understanding of TVET governance structures, management and

operational systems and training products, including those relating to: Institutions for

technical and further education (TAFEs), private training providers; and community-

based not-for-profit training providers; and

› explored possible partnership models between Australian training providers and

international partners, including contracting, auspicing and joint accreditation.



2. Introduction

A Technical and Vocational Education and Training (TVET) in Mining Study Tour to Australia was conducted from 21

October to 3 November for 29 participants from 10 African countries.

This Completion Report was prepared by Shingai Mutize, with input from Cleo Chadwick, Jeanne Ellis, Nosipho

Ndlazulwana, Gerome Rich, Thomas Okech, two study tour interpreters and the study tour photographer.

The study tour was financed by the Australian Agency for International Development, AusAID, through its

Australia-Africa Partnerships Facility (AAPF), which is managed by Cardno Emerging Markets (Australia) Pty Ltd.

The study tour was organised by the AAPF.

This study tour focused on mining skills development, technical and vocational education and training related to

mining and the extractive industries. Its purpose was twofold: firstly, to provide an overview of Australia’s

technical vocational education and training framework for the mining sector, and secondly, to support participants

to (a) understand the roles of government agencies, (b) understand the role of the private sector (mining

companies) and (c) explore possible partnership models between Australian training providers and international

partners.

The tour began with an introductory session in Perth which included meetings with federal and state government

officials, followed by field trips to the Perth, Pinjarra and Pilbara regions of Western Australia. The study tour

group was hosted by different institutions at formal and informal functions. These institutions included: Challenger

Institute of Technology, Polytechnic West, Ngarda Corporation, Fairbridge Training Centre, Macmahon Engineering

and Murray Engineering. Participants met community-based training organisations and industry representatives,

and were able to interact with presenters. The study tour ended in Perth, where participants presented their

country action plans and held discussions with the AAPF on potential areas of support. A selection of photographs

from the study tour is included in Annex 1.

Participant feedback via the Study Tour Participant Survey, as well as verbal feedback to facilitators and

representatives of AAPF, all indicate that the study tour achieved its objectives.

3. Background

Requests for support in the mining governance area are among the most common themes in AusAID/DFAT country

interaction. In the first year-and-a-half of the existence of the AAPF, study tours have been a widely used tool to

address these requests for mining governance support and gain country coverage in AusAID programming in

Africa. To date ten mining study tours to Australia have taken place under the aegis of the AAPF. Most of the early

study tours were designed to give a general overview of mining governance, especially relating to Australian

methods, lessons learned and best practices. Indeed, evaluation findings from the study tours as well as other

contact with participants and their governments indicate that well focused and delivered study tours can achieve

significant learning, development and relationship objectives.

As the program matures, study tours are now being designed as the first step in a larger development assistance

program in the area of mining governance. Study tour topics are being refined – for example, AAPF recently

organized study tours focused on uranium mining, processing and handling and on public financial management of

mining resources. AusAID and AAPF are designing future study tours to a) continue this trend of focusing study

tours on specific topics useful to partner countries, and b) leverage these study tours to design a more sustainable

linkages program between relevant Australian training/academic institutions and African institutions. This linkages

program will be focused on AusAID’s priority countries, possibly with scope for activities with a few countries in



tiers two or three.

In line with this evolution of the study tour program and the broader mining governance program, AAPF proposed

a Technical Vocational Education and Training Study in Mining Study Tour to Australia. This proposal arose from

discussions with participants in study tours and with AusAID, as well as recent scoping missions, which indicated

that the improvement of technical vocational education in areas relevant for mining is a priority for the African

governments in question.

The Technical Vocational Education and Training in Mining Study Tour was aimed at senior government officials

representing government ministries of mining and education, as well as TVET (technical and vocational education

and training) schools. This proposed mix of country and sector experience was aimed at facilitating in-team

exchanges of experience, an important learning aspect of study tours.

4. Activity objectives

The objectives of the Technical Vocational Education and Training in Mining Study Tour to Australia were to help

participants to understand:

› The role of the mining industry in Australia’s training sector in shaping curriculum, developing and

monitoring competency frameworks and operating partnerships with training providers and government;

› Australia’s education and training framework with emphasis on the role of government agencies in

establishing policy settings and forecasting workforce demand;

› The TVET system and its links to other parts of the education system;

› TVET governance structures, management and operational systems and training products, including those

relating to institutions for technical and further education (TAFEs), private training providers and

community-based not-for-profit training providers; and

› Possible partnership models between Australian training providers and international partners, including

contracting, auspicing and joint accreditation.

More broadly, a key aspect of mining study tours is to provide an opportunity for the Australian Government aid

program to establish closer linkages and partnerships with the Australian mining industry and to further

cooperation in the delivery of aid activities.

5. Methodology/approach

As with previous mining study tours, planning and logistics were arranged by AAPF staff and AAPF-funded

consultants. The AAPF made contact with a range of new host organisations in Australia including Mcmahon

Engineering, Ngarda, Ashburton Aboriginal Corporation, Polytechnic West, Newman High School and Pilbara

Institute. AAPF also reconnected with a number of organisations that had hosted participants in the previous

mining governance study tours, among them the International Mining for Development Centre (IM4DC), the

Challenger Institute of Technology, Fairbridge Training Centre and Rio Tinto. The AAPF prepared a program that

would maximise exposure to relevant organisations; address the relevant concerns relating to technical and

vocational education and training in the mining sectors of participating countries; stimulate discussions within the

study tour team; and address the ‘gaps’ identified through participant feedback in previous study tours (such as

minimising the number of cold meals, increasing rest over weekends and including more time for participants to



interact amongst themselves).

The Technical Vocational Education and Training (TVET) for Mining Study Tour was organized as a response to the

suggestions made by participants of previous study tours to focus on the issues surrounding technical and

vocational education and training (TVET) related to mining and the extractive industries. Lessons from the previous

study tours to Australia were addressed in the planning and logistics of this study tour. These lessons included:

Overall programming:

a) More time was programmed for questions and answers in each of the sessions.

b) The number of visits per day was reduced to two – thus allowing for greater depth per visit.

c) Participants were presented with various perspectives – those of government, industry, community, and

training providers.

d) The program included various site visits to organisations that focused on training for disadvantaged

groups and indigenous communities.

Technical sessions:

a) Participants had access to senior officials (presenters) from both federal and state government. The

presenters were the participants’ counterparts in Australia and this allowed them to share experiences

and information.

b) Several presenters joined the study tour for the first two days (Richard Millington and Danika Bakalich)

which allowed for technical conversations over breakfast, lunch and dinner. This helped participants gain

a better understanding of the Australian system at the start of the study tour, and helped to contextualize

the lessons learned during the site visit phase of the tour.

c) A panel discussion on the second-last day of the tour provided an opportunity for participants to test their

understanding and to consider specific concepts for their action plans.

d) This was the first time participants were asked to present action plans. Feedback suggests that the action

plans were seen by participants as a useful tool which allowed them to focus on specific areas of learning

that could be contextualized for their own environment.

Planning and logistics:

Contact with Australian agencies was handled by the AAPF Study Tour Team Leader, Cleo Chadwick. Logistical

arrangements for the study tour were facilitated by the AAPF. These included flight and accommodation bookings,

visa arrangements for participants, per diems and the management of day-to-day travel. Shingai Mutize, Nosipho

Ndlazulwana and Nokulunga Boqo, all AAPF staff, handled these arrangements from Pretoria.

6. Facilitation team

The facilitation team for the Technical Vocational Education and Training (TVET) for Mining – Study Tour to

Australia is outlined in Table 1 below.



Table 1: Facilitators for Technical Vocational Education and Training (TVET) for Mining – Study Tour to

Australia

Name Role

Ms Cleo Chadwick Lead Facilitator, Consultant

Ms Shingai Mutize Facilitator, AAPF

Ms Nosipho Ndlazulwana Facilitator, AAPF

Mr Thomas Okech Facilitator, AAPF (week 1)

Mr Gerome Rich Facilitator, AAPF (week 2)

Ms Mecia Freire Interpreter, AAPF

Ms Lucia Johns Interpreter, AAPF

Mr Justin Hill Photographer, (week 2)

Mr Michael Baxter Facility Director, AAPF (1 week)

Cleo Chadwick, Shingai Mutize, Nosipho Ndlazulwana and the interpreters were present for the duration of the

study tour in Australia, from the arrival of participants in Perth on Saturday 20 October until their departure on

November 3. Thomas Okech was present for the first week of the tour and Gerome Rich facilitated in the second

week. Michael Baxter, AAPF Facility Director, was present for the first two days of the study tour and for the final

day.

Overall, preparation in the lead-up to the tour and logistics throughout the tour worked well although issues were

experienced regarding the timely issuance of visas which led to changes in flight arrival times for most participants.

Professional photographer Justin Hill documented the study tour in the second week including the cultural visit to

the Caversham Wildlife Park. The photographs of the study tour are included in this report, and will in due course

be published online on the AusAID and AAPF websites, including the Australia-Africa Mining for Development

database, and in other external publications. A USB flash drive containing more than 600 photos was presented to

participants at the end of the tour. Four study tour participants were interviewed for future publication on the

AAPF website and in the newsletter, The Argus.

Several medical incidents occurred during the study tour, and these were managed by the facilitation team. One

participant had to stay in Australia for an additional four days due to a heart condition for which he underwent

treatment at the Royal Perth Hospital. AAPF arranged for an AAPF facilitator to remain with the participant for the

four extra days until he was able to board a flight back to Zambia.

7. Participants

Participants of the study tour included between one and five representatives from each of the following ten

countries: Ethiopia, Ghana, Liberia, Malawi, Mozambique, Namibia, Rwanda, Sierra Leone, South Sudan and

Zambia. All participants were government representatives of one or more of the following:

a) ministry of mines;

b) ministry of education or a TVET institution; or



c) ministry of labour.

The group was made up of 25 male and four female participants, as indicated in Table 2 below.

Table 2: Countries participating in the Technical Vocational Education and Training in Mining Study

Tour

Country Male Female Total

Ethiopia 2 0 2

Ghana 4 0 4

Liberia 3 0 3

Malawi 3 0 3

Mozambique 4 1 5

Namibia 1 0 1

Rwanda 2 0 2

Sierra Leone 1 0 1

South Sudan 2 1 3

Zambia 3 2 5

Total 25 4 29

Table 3: Participation in the Technical Vocational Education and Training in Mining Study Tour per

ministry /institution

Country Ministry of mines Ministry of education/TVET institution

Ministry of labour

Ethiopia 1 1 0

Ghana 0 4 0

Liberia 1 1 1

Malawi 1 1 1

Mozambique 2 3 0

Namibia 1 0 0

Rwanda 1 1 0

Sierra Leone 1 0 0

South Sudan 1 1 1

Zambia 1 3 1

Total 10 15 4

8. Program

The total duration of the study tour was 14 days, including three days of field visits. An overview of study tour

activities is provided in Table 4 below.



Table 4: Overview of study tour activities

Day Activities

1 Arrival of study tour participants in Perth.

2 Arrival of remaining study tour participants in Perth, followed by a group briefing session on organisational arrangements including overview of study tour program.

3 Overview of Australia’s Mining Sector and Education and TVET System by Ian Satchwell, Lesley Street and Dr Peter Ebell. Country presentations on TVET and Education System relevant to the Mining Sector.

4 Presentations by representatives of the Federal Department of Innovation, Industry, Science, Research and Tertiary Education; Western Australia Department of Training and Workforce Development; Resource Industry Training Council; SkillsDMC; and Rio Tinto.

5 Tour of the Mcmahon Workshop and Administration Complex followed by a visit to Ngarda Corporation.

6 Presentations and tour of the facilities at Polytechnic West and Challenger Institute of Technology.

7 Visit to Fairbridge Training Centre and Murray Engineering.

8 Free day in Perth during which most participants visited Caversham Wildlife Park and also experienced an Australian bush barbecue followed by Aboriginal cultural performances and activities organised by Urban Indigenous Tours and AAPF.

9 Free day in Perth.

10 Early morning flight to Newman. Group visited the training facilities and workshops of Ore Body Mine No 18 operated by Mcmahon for BHP. An afternoon visit to Newman High school.

11 Visit to Ashburton Aboriginal Corporation in Tom Price. Afternoon tour of a Rio Tinto iron ore mine in Tom Price.

12 Trip to Karratha to visit the Pilbara Institute and learn about their partnerships with Rio Tinto and Woodside, followed by an afternoon flight to Perth. Video interviews were conducted by AAPF Photographer for internal documentation.

13 All-day forum at the University of Western Australia with panel discussions led by Robin Evans, Judith Uren and Peter Ebell. Development of Country Action Plans. Final Dinner to close off study tour with presentations of certificates and Akubra Hats.

14 Action plan presentations and individual country debriefing. Combined dinner with participants of the Women in Mining study tour.

9. Materials

Study tour background material was compiled in the form of a briefing book

(pictured right) presented to each participant upon arrival in Australia. On the

final day of the tour participants were given a USB flash drive containing the

contents of the briefing book in soft copy. The briefing book included

information on:

› overview of the study tour activities;



› the participants;

› participant biographies;

› facilitator biographies;

› resources for site visits;

› travel information; and

› an overview of Australia.

At the end of the study tour each tour participant was presented with a USB flash drive containing all the material

presented throughout the study tour, additional material collected during site visits, AusAID marketing materials

and photos taken (examples are provided in Annex 1). The flash drive incorporated a contact list with contact

details of all government, private sector and community representatives that the group had met, in order to

facilitate ongoing contact and discussion.

10. Feedback from participants

In order to assess whether the study tour had met its stated objectives, evidence was collected using a variety of

quantitative and qualitative methods, including (i) aggregated data from the Study Tour Participant Survey (STPS),

(ii) feedback from study tour facilitators, and (iii) exit interviews between participants from individual countries

and the AAPF.

Study Tour Participant Survey (STPS): All 29 participants responded to the STPS. In the quantitative section of the

survey the tour was accorded a total average score of 4.4 on a 5-point scale (with 5 being the maximum score). A

summary of evaluation findings may be found in Table 5 below.

The total average scores awarded in each of the different quantitative categories on a 5-point scale were as

follows: 4.6 for the organisation of the study tour; 4.8 for the mix of technical visits and interactions with key

sector representatives; 4.3 for the extent to which the study tour provided new knowledge or skills; 3.9 for the

extent to which participants exchanged experiences amongst the group; 4.5 for the extent to which the study tour

met the specific (TVET) development needs of the mining sector in the participant’s country; 4.6 for the extent to

which the study tour made participants aware of what Australia can offer their countries in terms of support to the

mining sector; 3.9 for the likelihood that participants will maintain contact or engage in a follow-up activity with

African individuals and institutions encountered during the study tour; 4.3 for the likelihood that participants will

maintain contact or engage in a follow-up activity with Australian individuals and institutions met during the study

tour; and 4.5 for the overall usefulness of the study tour.

Regarding the objectives of the study tour, the total average scores on a 5-point scale were: 4.8 on how well the

study tour provided an overview and enhanced the understanding of Australia’s education and training

framework; 4.5 on how well the study tour enhanced the understanding of TVET governance structures,

management and operational systems and services of key TVET agencies such as TAFEs, private-based training

providers and community-based training providers; 4.5 on how well the study tour explained the role of the mining

industry in key aspects of Australia’s training sector and 4.4 on how well the study tour helped participants explore

possible partnership models between Australia’s training sector and international partners.

Participants were very happy with the program and the exposure it offered to the various stakeholders. Negative

feedback related to the tight schedule, the need to ensure participation by the appropriate government officials,

the invitation and visa process, lack of time for participants to exchange experiences and the need for a proper mix



of participants. The latter aspect refers to a balance between senior and junior government officials, officials of the

same age group and a balanced representation of each ministry/organisation from each country, to enable more

interaction amongst participants.

As with previous study tours, the AAPF team will look into how best to address these issues in future tours. The

Australia-Africa Mining for Development database will provide an avenue for participants to exchange experiences,

with specialists being invited for discussions on specific topics. Some issues in relation to the tightness of the

program, though, can never be fully addressed due to the limited time available and the need to maximise the

benefits of being in Australia on such fully sponsored tours.

Exit interview: Michael Baxter debriefed the TVET study tour country participant teams for about 30 minutes each

on 2 November. The overall feedback on the substance and learning from the study tour was highly positive.

Feedback on tour implementation arrangements was also uniformly positive, with the exception of late

notification of the study tour to participants (nearly all participants) and the late processing of visas for the

countries handled by DIAC, Nairobi. Participants were polite about these points but it was clear that this had been

quite stressful for most. Fortunately, the success of the study tour in Australia ameliorated the negative notice/visa

experience.

11. Feedback from facilitators and interpreters

Facilitators and interpreters provided feedback on the overall program of the study tour, focusing mainly on the

planning and implementation of the tour. A summary of answers to the three main questions that the facilitation

team responded to and documented as part of the feedback process is found in Table 5 below.

Table 5: Feedback from facilitators and interpreters

What worked well What did not work well Recommendations

The program:

The Program presented an excellent foundation for understanding all the aspects of the TVET institutions in Australia and facilitated an understanding of how African countries can learn from this.

The speakers were excellent and all their hand-outs were very useful to participants.

Participants enjoyed and benefited from the site visits.

Interpreting Equipment: unlike most study tours in the past, interpreting equipment worked well and was charged at all times.

Facilitation team: Overall the facilitators and photographer and the interpreters worked well together. The team leader was very good and managed to keep the

Logistics:

At times slow follow-up by logistics team in the head office led to late confirmation of participating individuals which had an impact on a lot of logistics.

Visas were issued as late as the participants’ departure date which did not give participants enough time to prepare for their trip.

Changes to travel times and dates confused facilitators regarding pick-up times of arriving participants.

Unusually, numerous and severe medical issues, including hospitalisation, cropped up during the study tour.

Some facilitators did not have a cash float and encountered problems in taking care of some immediate study tour costs.

Participants should be notified in advance of the nature of the program so that they do not complain about fatigue and physical stress.

The insurance company phone number and policy numbers for all participants should be readily available and should preferably be printed at the back of each name tag.

AAPF should consider an administrative facilitator to handle issues such as health issues that arise during the study tour, while the rest of the facilitation team takes care of the group.

During a site visit facilitators should ensure that there is one facilitator at the front and one at the back of the group.

It should be ensured that



team and the participants on track.

Participant interaction: participants interacted well with each other despite their cultural differences.

Logistics:

Hotels handled check-ins well despite the size of the group.

Meals met African dietary requirements at most times.

All ground transport and internal travel within Australia was well organised.

Having a list of medical centres in the vicinity of the hotel was very useful and enabled facilitators to tackle any medical issues without delay.

Not all participants were insured upon their arrival in Australia.

The program did not give participants enough time to rest and physically prepare for the next day’s events.

participants are ushered by an AAPF facilitator right up to passport control at the airport on their departure.

12. Lessons learnt

During the exit interviews between country teams and AAPF, members of each country group reflected on what

they had learned from the study tour and proposed areas for follow-up, including further support that the AAPF

may be able to provide for the mining sector.

The lessons learned by each country group are summarised below:

Ghana

› Australia’s industry involvement in training.

› Migration of skills within industry.

› Industry support of local communities and training; competency-based training.

Liberia

› Industry support of training; TVET system strong, including government institutions.

› Industry/training linkages; quality/training benchmarks.

› Quality and passion of trainers; technical vocational training of prisoners in mining trades.

Malawi

› Limited government role in the mining sector.

› There are government institutions and funding of training, but much of the lead in training standards and

curricula is assumed by industry.

› Strength and application of quality/training benchmarks.

Mozambique



› Technical education reform group (COREP) has had visits to Mauritius, Botswana, Chile, etc., but now

aware that the most relevant experiences are in Australia and Canada.

› A problem in Mozambique is the weak industrial and mining sector, which are needed to support mining

TVET; industry support of training; TVET system strong, even government institutions.

› Industry/training linkages.

› Quality/training benchmarks.

Namibia

› Depth and application of TVET standards was most interesting, along with the close ties between the

mining and training sectors.

› The ability of the sector to employ technically-trained individuals in a range of positions, and the

enthusiasm and energy of trainers, were also noted.

Rwanda

› The close relationship between the public and private sectors in training provision and program design.

› The way in which TVET is designed to handle people who have been ‘left behind’. In Rwanda, there are

apprenticeships but no particular trade or quality framework for them and they are not employment

oriented, being formally structured and largely in English, which together result in high drop-out rates.

› Little employment results from TVET training in Rwanda – need an active industrial sector to take

advantage of TVET training.

Sierra Leone

› Strength of training and mentorship in all TVET training institutions, even at school level.

› Programs tailored to industry and to students.

› The issue of how to deal with alienated and under-prepared students occurs in Sierra Leone as in

Australia.

South Sudan

› Importance of having training for all types of people (school students/leavers, disadvantaged, drop-outs,

etc.).

› Industry support of local communities and training.

› Many options for well-trained people.

› Financial support from government and industry for some students; local industry opportunities (e.g.

biodiesel from recycled oil); flow meter training.

Zambia

› Linkages between industry and training providers.



› Involvement of industry, providers and government in labour demand projections; practical focus of

training on different types of student.

13. Next steps

Each country involved was able to present a proposal during the exit interview on the further support the AAPF

might be able to provide within the development/improvement of their technical vocational education institutions

and mining sectors.

Participants were also encouraged to collaborate with the Australian organisations that hosted them for further

guidance and advice. All contact information was included in the USB flash drive handed to each participant at the

end of the tour.

The AAPF will further work with individual countries to support follow-on activities and the establishment of the

‘Australia-Africa Mining for Development’ database for past and future study tour participants; and will provide a

means of follow-up and ongoing communication, discussion and partnership building between participants and

their counterparts in other countries and Australia.

14. Conclusion and recommendations

Overall feedback on the substance of the study tour and what was learned from it was highly positive. Feedback on

implementation arrangements was also uniformly positive, with the exception of late notification of the study tour

to participants (nearly all participants) and the very late processing of visas for the countries handled by the

Australian Department of Immigration and Citizenship (DIAC), Nairobi. Each team prepared a follow-up action plan.

These were uniformly useful, especially for the countries that sent the requested larger, multi-ministry teams.

The main administrative recommendations were that:

› country selection for a study tour should take place three months prior to start date;

› notification to participating countries (after country selection) should ideally be two months prior to start

date to give the relevant ministries enough time to select the appropriate government officials to

represent the country in the study tour;

› approval of Activity Request Report (ARR) should be two months prior to start date to enable all study

tour arrangements to commence;

› the cut-off date for final nominations should be one month prior to the start date to avoid logistical issues

arising from participants being accepted at the last minute;

› participants should submit all documentation to the AAPF by not later than three weeks prior to start

date. This will ensure that proper and complete documentation is submitted to the DIAC offices in time

for them to be processed, and for visas and tickets to be issued and sent out to participants at least a

week before departure date.

› where public sector officials are to be nominated for a study tour, contact with the Ministry should not be

confined to the Minister but should also take place via the Permanent Secretary;

› adequate information on institutions to be visited should be provided in briefing books; and



› as far as practically possible, setting a slower pace for tours should be investigated. One possibility is to

start tours in South Africa on a Friday, in order to orient the program and give participants a chance to

settle down and rest. This was successfully done in the case of the Women in Mining study tour.

Four main technical recommendations emerge from the priorities expressed by the participating country teams

during their debriefings:

› follow-on AusAID support for mining TVET in priority countries;

› development of partnerships between Australian and African TVET institutions;

› short (one-week) ministerial visits on TVET in Western Australia to cement TVET reform in a couple of

countries; and

› ensure better access to TVET information for African countries. (In addition to the information issued on

USB flash drives given to participants, other information will be uploaded to the Resources section of

www.australia-africa-m4d.org.)

http://www.australia-africa-m4d.org/



Annex 1 – Photos from Technical Vocational Education and Training Study Tour

Picture 1: Angelina Haurua, welcoming participant to Picture 2: Group at Ashburton Aboriginal Corporation

Ashburton Aboriginal Corporation

Picture 3: Participants observing the facilities of Picture 4: Mark Anderson addressing the Murray Murray Engineering delegates at Fairbridge Village

Picture 5: Participants during a presentation in Newman by Alex Seed, Manager, Community & Indigenous Affairs, BHP Billiton Iron Ore



Picture 6: From left: Zambian participants Picture 7: Participants with Principal of Newman High

Ms Precious Lisulo and Ms Shirley Mulalabungu in School Ms Milanna Heberle and Mr Alex Seed from BHP

Port Hedland, Western Australia

Picture 8: Liberian participants Hon. Boiyan Kpakolo Picture 9: Mr Tilahun Robi feeds a kangaroo

and Mr Larry Nimely enjoying dinner at Hippo Creek Restaurant during a visit to Caversham Wildlife Park

in Perth

Picture 10: Dr Maria Alvarinho receives certificate from AAPF facility Director, Mr Michael Baxter

technical vocational education and training (tvet)...

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