handbook of vocational training system in sudan

HANDBOOK OF VOCATIONAL TRAINING SYSTEM IN SUDAN

Version History:

Version

Number

Date of

Approval

Approved by Signature

Ver.1 March

2021

Dr. Ismail Al-Azhari Al-Sheikh

Acting Secretary General, SCVTA

Copyright © 2021 Supreme Council for Vocational Training and Apprenticeship, Sudan

All rights reserved

http://www.scvta.gov.sd

PREFACE

The vocational training in Sudan has a long history, and a great

legacy dating back to the beginning of the twentieth century.

However, the modern history of vocational training was linked

to the independence of Sudan, when the first vocational training

center was established, and from that date until now the number

of vocational training centers has increased successively.

Despite this great historical momentum of vocational training in

Sudan, but its achievements, administrative systems, regulations

and laws remained scattered and unavailable to everyone .

With the grace of Allah, the General Secretariat of the Supreme Council for Vocational

Training and Apprenticeship (GS-SCVTA), in cooperation with JICA Project for

Strengthening Vocational Training System targeting States’ Vocational Training Centers

(GEMS), was able to issue a “HANDBOOK OF VOCATIONAL TRAINING SYSTEM IN

SUDAN” that consists of 7 modules and covers general concepts and systems of

vocational training, acts of vocational training since the beginning of the last century

until now, as well as the regulations explaining the acts, and the regulations governing

the work in vocational training. This handbook contains a huge database that enables

the reader to know about vocational training in Sudan, rules, regulations, and the

guidelines supporting the work of vocational training.

In this brief statement, we must extend our thanks and gratitude - after Almighty Allah

- to JICA for its assistance in issuing this publication, and for their great interest in

supporting the vocational training in Sudan. We also acknowledge the contribution from

the all active partners through the consultation process, namely the EU, GIZ, ILO,

UNESCO, and UNIDO.

Our gratitude is also extended to the staff of General Directorates for providing useful

information that assist in issuing this handbook. We would like also to thank the team

of GEMS project who made an appreciable effort in collecting information and designing

this handbook.

We wish that the readers will be benefited from this handbook, and we thank you for

being interested in Sudan’s Vocational Training.

Thank you

Dr. Ismail Al-Azhari Al-Sheikh

Acting Secretary General of the Supreme Council

for Vocational Training and Apprenticeship

March 2021

ABBREVIATION

BDC Bakery Development Center

CBT Competency Based Training

CUDBAS Curriculum Developing Based on Ability Structure

DACUM Developing a Curriculum

DG-SMOF Director General-State Ministry of Finance

GS General Secretariat

ICT Information and Communications Technology

IDPs Internally Displaced People

IPT In-Plant Training

ISCO International Standard Classification of Occupations

ITTS Institute for Training of Trainers and Supervisors

MOF Ministry of Finance

MOHE Ministry of Higher Education

MTD Mechanical Transport Department

NCT National Council for Training

NCTTE National Council for Technical and Technological Education

NQF National Qualification Framework

PDCA Plan, Do, Check, and Action

RQF Regional Qualification Framework

SCHDL Supreme Council for Human Development and Labour

SCO Standard Classification of Occupations

SCVTA Supreme council for Vocational Training and Apprenticeship

SG Secretary General

SG-SCVTA Secretary General- Supreme council for Vocational Training and

Apprenticeship

SMOF State Ministry of Finance

SOP Standard Operating Procedure(s)

StCVTA State Council for Vocational Training and Apprenticeship

TMC Training Management Cycle

TSS Technical Secondary School

TTET Teaching, Training, and Educational Technology

VT Vocational Training

VTC Vocational Training Center

VTEC Vocational training and Entrepreneurship Center

TERMS AND DEFINITIONS

Apprentice Any person receiving industrial training in a specific

occupation according to a written apprenticeship contract

Apprenticeship Organized training in specific occupation practiced in an

existing enterprise, or with an independent artisan, according

to apprenticeship contract

Center Any place in the public or private sector delivering vocational

training

Chairman of the

Council

The Chairman of the Supreme Council for Vocational Training

and Apprenticeship (SCVTA)

Concerned Authority The Secretary General of the Council, or any of the employees

authorized to perform all or some of the authorities

stipulated in the Vocational Training and Apprenticeship Act

(2001), according to an order published in the government

Gazette

Enterprise Any enterprise practicing vocational work

Instructional

material

Curriculum, textbook, lesson plan, and standard operating

procedure for practical exercise

Secretary General The Secretary General of the General Secretariat of SCVTA

Specific occupation Any occupation determined by an order issued by the

Minister after consulting the concerned authority

Trainees Trainees under any vocational training service

Vocational Training The systematic training that aims at providing the necessary,

skills, knowledge, and attitudes required for productive

employment in any of the fields of economic activity. It

includes initial training, up-grading training, and retraining

provided in any enterprise or a public institute or a vocational

training centre established by, the government or, a public

enterprise or the private sector

Workers Anyone who is of the working-age regardless of

employment status

Main Source: Vocational Training and Apprenticeship Act (2001)

CONTENTS INTRODUCTION ............................................................................................................................................ 1

MODULE-1 GOVERNANCE OF VOCATIONAL TRAINING............................................................... 3

1.1 National Strategy and Key Policy Documents .................................................................. 3

1.2 Legal Environment of Vocational Training ......................................................................... 4

1.3 Vocational and Technical Education and Training Path in Sudan .............................. 5

1.4 Governance System of Vocational Training ....................................................................... 6

1.4.1 Overall Governance Structure .............................................................................................. 6

1.4.2 The Roles and Responsibilities of SCVTA ......................................................................... 7

1.4.3 The Roles and Responsibilities of State Government ................................................ 15

1.4.4 The Roles and Responsibilities of Vocational Training Centre ............................... 18

MODULE-2 TRAINING MODE, TYPE, AND COURSE ...................................................................... 24

2.1 Types of Vocational Training ................................................................................................. 24

2.2 Delivery Mode: Institution-based Training ...................................................................... 25

2.2.1 Overview of Institution-based Training .......................................................................... 25

2.2.2 Training Courses for Institution-based Training .......................................................... 26

2.3 Delivery Mode: Work-Based Training ................................................................................ 30

2.3.1 Regulatory situation of work-based training ............................................................... 30

2.3.2 Types of work-based training ............................................................................................. 31

2.3.3 Roles and responsibilities of employers ......................................................................... 32

2.4 Training for People with Specific Needs ........................................................................... 33

MODULE-3 TRAINING MANAGEMENT .............................................................................................. 35

3.1 Training Management Process ............................................................................................. 35

3.1.1 Regulations of Vocational Training ................................................................................... 35

3.1.2 Theory of Training Management Cycle ........................................................................... 35

3.2 Training Management Process ............................................................................................. 37

3.2.1 Training Planning (Plan) ........................................................................................................ 37

3.2.2 Course Delivery Management (Do) .................................................................................. 42

3.2.3 Monitoring and Evaluation (Check) ................................................................................. 46

MODULE-4 HUMAN RESOURCES MANAGEMENT ........................................................................ 48

4.1 Regulatory Environment for Human Resources in Vocational Training ................ 48

4.2 Staff Composition ..................................................................................................................... 48

4.2.1 Staff Composition in SCVTA ................................................................................................ 48

4.2.2 Staff Composition in VTC ..................................................................................................... 48

4.3 Institution for Training of Trainers and Supervisors ..................................................... 50

4.4 Staff Management at VTC ...................................................................................................... 51

4.4.1 Basic Information for Staff Management at VTC ........................................................ 51

4.4.2 Recruitment, Selection and Appointment Processes at VTC .................................. 52

4.4.3 Staff training ............................................................................................................................. 53

4.4.4 Staff remuneration .................................................................................................................. 54

4.4.5 Staff Performance Appraisal and Promotion ................................................................ 55

MODULE-5 FINANCE SYSTEM ............................................................................................................... 57

5.1 Overview of Current Finance System for the Public VT Services ............................. 57

5.2 Sources of Fund for Public Institutions ............................................................................. 57

5.2.1 Public Budget ........................................................................................................................... 57

5.2.2 Tuition fee .................................................................................................................................. 59

5.2.3 Income through Services and Production ..................................................................... 60

5.2.4 External funds (private sector, development partners, etc) .................................... 60

5.3 Financial Autonomy.................................................................................................................. 60

5.4 Financial Management and Audit ....................................................................................... 61

5.5 Future Funding Scheme .......................................................................................................... 62

MODULE-6 QUALIFICATIONS AND QUALITY ASSURANCE ........................................................ 64

6.1 Qualification System ................................................................................................................ 64

6.1.1 National Qualification Framework .................................................................................... 64

6.1.2 Standard Classification of Occupations (SCO) ............................................................. 64

6.1.3 Qualification System in Sudan ........................................................................................... 65

6.1.4 Sudan’s Civil Service Grade System ................................................................................. 66

6.1.5 Trade Test as Recognition of Prior Learning ................................................................. 67

6.1.6 Accreditation of VTC .............................................................................................................. 69

6.1.7 Accreditation of training courses ...................................................................................... 69

6.2 Trainers Licence .......................................................................................................................... 71

6.3 Quality Assurance in Vocational Training in Sudan ...................................................... 72

6.3.1 Standards for Training Services and Management of VTC ...................................... 72

6.3.2 Quality Assurance / Continuous Improvement ........................................................... 73

MODULE-7 KEY ISSUES FOR FUTURE ................................................................................................. 75

7.1 Partnership ................................................................................................................................... 75

7.2 Other Issues for Future Consideration .............................................................................. 76

Appendix1: Law, act, and related regulation ........................................................................................ i

Appendix2: List of VTCs ............................................................................................................................. xv

Tables

Table 1 Key Strategy and Policy Documents ....................................................................................... 3

Table 2 List of Acts ........................................................................................................................................ 4

Table 3 Types of Schools after Basic Education ................................................................................. 5

Table 4 List of regulation and study of SCVTA ................................................................................... 7

Table 5 Members of Supreme Council of SCVTA (as of 2015) ..................................................... 9

Table 6 SCVTA’s Key Technical Guidance for Training Provider ................................................. 14

Table 7 Guiding document for Establishing State Council in the States ................................ 15

Table 8 Overview of Regulatory Documents for VTCs .................................................................. 18

Table 9 Types of Vocational Training Centre ..................................................................................... 20

Table 10 Number of VTCs (as of June 2020) ..................................................................................... 21

Table 11 Overview of regulatory documents for apprenticeship.............................................. 31

Table 12 Training at workplace .............................................................................................................. 31

Table 13 Regulations and guidelines about vocational training implementation .............. 35

Table 14 Curriculum development methods: DACUM and CUDBAS ....................................... 38

Table 15 List of Textbooks for 3 years Apprenticeship Diploma Course................................ 39

Table 16 List of References for any VT courses ................................................................................ 40

Table 17 Reference for facility and equipment ................................................................................ 43

Table 18 Regulations and guidelines about vocational training implementation .............. 46

Table 19 VTC staff overview .................................................................................................................... 48

Table 20 Chapters of public budget ..................................................................................................... 57

Table 21 Tuition fees .................................................................................................................................. 59

Table 22 VTC’s access to generated income ..................................................................................... 61

Table 23 Qualifications System according to TTET ......................................................................... 65

Table 24 Qualifications System according to Engineering Council .......................................... 65

Table 25 Civil Servants Grade system .................................................................................................. 66

Table 26 Grades of the Trade Test Certificates Holders ................................................................ 67

Figures

Figure 1 Overview of Academic Path .................................................................................................... 6

Figure 2 Overview vocational training governance structure ...................................................... 7

Figure 3 Structure of SCVTA...................................................................................................................... 8

Figure 4 Structure of General secretariat of SCVTA ....................................................................... 11

Figure 5 Structure in Khartoum State under the Supreme Council for Human

Development and Labour - Khartoum State .................................................................. 17

Figure 6 Structure in White Nile State under SMOF-Civil Service ............................................ 17

Figure 7 Structure in Kassala under SMOF-Flat Management .................................................. 18

Figure 8 VTC Organizational chart ....................................................................................................... 22

Figure 9 Overview of the Types of Training ....................................................................................... 24

Figure 10 PDCA cycle in Training Management .............................................................................. 36

Figure 11 Budget flow ............................................................................................................................... 58

Boxes

Box 1: Promoting Establishment of the State Council for Vocational Training and

Apprenticeship in all the states ................................................................................................ 16

Box 2: Strategic Plans of Kassala and Kosti ....................................................................................... 19

Box 3: Private VTCs and Vocational Training by Private companies ....................................... 22

Box 4: Competency-Based Training ..................................................................................................... 30

Box 5: Development partners’ experience on informal apprenticeship ................................. 33

Box 6: Vocational Training for People with Disability in .............................................................. 34

Box 7: Reaching to the Information ..................................................................................................... 41

Box 8: Cooperation with the private sector and local community ........................................... 43

Box 9: Importance of Briefing of VT course before starting ....................................................... 43

Box 10: Job matching platform in Kassala and Gedaref (GIZ Shogule.com) ........................ 45

Box 11: Training of Trainers by Private Company ........................................................................... 53

Box 12: Internal training -staff to staff ................................................................................................ 54

Box 13: Budget Approval Process in Jordan ..................................................................................... 59

Box 14: Example TVET Financing ........................................................................................................... 63

Box 15: Application of Training Standard in the case of Japan ................................................. 70

Box 16: Training Course Accreditation Process-Experience of JICA-Darfur Project .......... 71

Box 17: Strengthening partnership and writing Agreements .................................................... 75

Box 18: Twining of Omdurman Friendship VTC and Vocational Foreign Trade Institute

in China ............................................................................................................................................ 76

- This Handbook is designed to enable the readers to reach the existing documents

regulating or guiding vocational training.

- Key document titles are hyperlinked to the summary or the original document in

the attachment and separate files. As you read this Handbook in PDF, click the

document title with the ‘Ctrl’ button to jump to the appendix. From the appendix,

you can come back to the previous part by pushing the ‘Alt’ and ’←’ buttons.)

1

INTRODUCTION

Background

The history of vocational training in Sudan began in 1956, when Sudan became

independent. Later, the foundations of the current Sudanese vocational training system

were formed under the central government in the 1970s. When the federal system was

introduced in 1994, the system was adjusted to fit to the new governmental structure.

The Vocational Training and Apprenticeship Act passed in 2001, and accordingly, each

state was given the authority over the vocational training services within the state.

However, because of the lack of both proper transition process and support to the state

government to take responsibility for vocational training services, it is hard to say that

the transition was successful. Consequently, most of the state governments did not

establish the state vocational training authority as expected for managing vocational

training services in the states.

Given the financial position of the nation, investment in vocational training has not been

significant, and the support of development partners plays a large role, especially in the

establishment of vocational training centres. Sudan was also in isolation from

international community over 30 years of economic sanctions and being listed as a

country sponsoring terrorism. There was only partial development in the vocational

training system since 1970s, and the people perceived vocational training as a last resort,

since academic career is believed as the best path in Sudanese society.

Under such circumstances, little effort was made to advance the vocational training

system, and some of the important guiding documents fell out of use. Supreme Council

for Vocational Training and Apprenticeship (SCVTA) and vocational training centres (VTC)

staff lost access to these key documents, making it difficult to get a complete picture of

the national vocational training system. Consequently, understanding of the vocational

training system is different from one person to another. This situation is particularly so

in the state government.

This disagreement or the understanding gap among the people working in vocational

training field creates ineffectiveness and inefficiency of the vocational training services,

such as duplication of services and delay in improving training courses.

Sudan is undergoing a radical and rapid change in all aspects of politics, economy, and

society, and the vocational training system is naturally required to change. Stakeholders’

strong engagement and harmonized effort are the key factors for successful

transformation.

Purpose of this Handbook

This Handbook is prepared to unify the understanding among the stakeholders

concerning vocational training systems in Sudan including all the relevant ministries,

SCVTA, state government, VTCs, private sector, development partners, and any other

parties who have interests in vocational training in Sudan, with the understanding that

the partnership is one of the key factors of successful vocational training in Sudan.

This Handbook not only illustrates the current vocational training system (legal situation

and theory), but also highlights the existing gap with reality and some good practices

2

happening in Sudan and other countries and some key challenges remaining in Sudan.

It is expected that this Handbook will be utilized by all the stakeholders as a basis of any

action, and thus to harmonize all the efforts rendered toward improving the vocational

training system by any parties.

This is a living document by nature, thus whenever there is a change in the system, this

Handbook should be updated and recorded under the authority of General Directorate

of Planning and Development at General Secretariat of SCVTA.

Composition of the Handbook

The Handbook is composed of 2 main types of materials:

• Main text explaining vocational training system

• Resource documents (legal documents, guidelines, manuals, teaching materials,

etc.)

Scope of the Handbook

This Handbook’s focuses on the area of Vocational Training and does not cover

technical education.

To learn more about the technical education provided by the technical colleges and

technical secondary schools, please see references such as:

- National Council for Technical and Technological Education (NCTTE): The track of

technical and technological education (2007)

- Ministry of Education: Annual Reports

- ILO: Sudan TVET Policy (2013)1

- UNESCO: TVET policy review: Sudan (2016)2

- UNESCO: Sudan Education Policy Review Paving the road to 2030 (2018)3

1https://www.ilo.org/wcmsp5/groups/public/---africa/---ro-abidjan/---sro-

cairo/documents/publication/wcms_243649.pdf 2 Not available online, see more details https://unesdoc.unesco.org/ark:/48223/pf0000244920 3https://sudan.un.org/sites/default/files/2019-10/Sudan%20Education%20Policy%20Review%20UNESCO.pdf

Vocational training centres

Development partners

SCVTA State Government

Common

understanding on

Sudanese vocational

training system

https://www.ilo.org/wcmsp5/groups/public/---africa/---ro-abidjan/---sro-cairo/documents/publication/wcms_243649.pdf


https://unesdoc.unesco.org/ark:/48223/pf0000244920

3

MODULE-1 GOVERNANCE OF VOCATIONAL TRAINING

This module 1 covers the political or legal settings such as laws, strategy and policy of

Sudan. The governance system of vocational training, the roles of SCVTA, State

government, and VTC will be the main part of this module.

1.1 National Strategy and Key Policy Documents The Government of Sudan issued the “25-year strategic plan of Sudan (2007-2031)” in

2007, which has been the overall guiding document for the Sudanese government

institutions. The strategy highlights the importance of workforce development and thus

vocational training was discussed in this context.

Having the 25 years strategic plan as a guiding document, the Government of Sudan

issued policies and strategic plans relating to vocational training supported by the

development partners.

Table 1 shows some of the key documents: 25 years strategic plan of Sudan (2007-2031),

Interim Poverty Reduction Strategy Paper (IPRSP), Sudan TVET policy, and SCVTA’s

Strategic Plan.

Table 1 Key Strategy and Policy Documents

Title/Agency Year Key points

25-year strategic plan of

Sudan (2007-2031)

By the Government of

Sudan

2007

This strategic plan was the overall guiding

document of the whole of Sudan including

South Sudan independent in 2011. The

importance of capacity building and skills

development are emphasized, including

women’s empowerment and social

participation.

Interim Poverty

Reduction Strategy

Paper (IPRSP)4

By the Government of

Sudan

2012

IPRSP was approved by the Government of

Sudan that seeks to reduce poverty through

economic growth. The strategy has four pillars:

(i) To promote economic growth and

employment creation, focusing on agriculture

and infrastructure; (ii) To develop human

resources, emphasizing on education, health,

and social protection; (iii) To reintegrate IDPs

and other displaced populations; and (iv) To

strengthen governance and institutional

capacity of the public sector, focusing on

human rights, peace and security,

4 The government of Sudan jointly with the World Bank prepared a situation report in 2013 to monitor the

progress. http://documents.worldbank.org/curated/en/980991479985933855/pdf/110503-WP-

SudanFlipbookEnglish-PUBLIC.pdf

http://documents.worldbank.org/curated/en/980991479985933855/pdf/110503-WP-SudanFlipbookEnglish-PUBLIC.pdf

http://documents.worldbank.org/curated/en/980991479985933855/pdf/110503-WP-SudanFlipbookEnglish-PUBLIC.pdf

4

decentralization, and public financial

management.

Sudan TVET Policy

By the Ministry of

Labour, the government

of Sudan

2013

This policy was issued by the Ministry of

Human Resources Development & Labour

(Then), supported by the International Labour

Organization (ILO). It explains the policy

outlines of Technical and Vocational Education

and Training (TVET).

Only the English version is available.

SCVTA Strategic Plan

(2018–2022)

By SCVTA

2018

The General Secretariat of SCVTA prepares a

strategic plan. It is renewed every 3-4 years.

The latest one is the 2nd plan (2018-2022).

ILO and UNDP made a study for preparing the national employment policy in 2014,

5

Roadmap toward a National Employment Policy for Sudan. The National Employment

Policy has not been developed yet as of December 20205.

The Sudanese government is undergoing a large-scale transformation from the regime

which lasted for 30 years to a democratic state as a result of the civil revolution in 2018.

One of the priority tasks of the transitional government is the creation of jobs for youth.

Accordingly, SCVTA is currently in the process of developing the “SCVTA’s Emergency

Strategic Plan” in line with this government policy.

1.2 Legal Environment of Vocational Training The first Act related to vocational training was issued in the year 1908 and was directed

to preserve the rights of apprentices (boys) in the craftsmen workshops. The Sudanese

vocational training system was first defined by the Apprenticeship and Vocational

Training Act (1974). Then, a series of acts for decentralization was introduced in 1994,

and the Constitution was revised and enacted in 1998 to introduce the federal

government system. Under the new Constitution and Acts, Vocational Training and

Apprenticeship Act (2001) was enacted and the previous one was repealed.

Table 2 List of Acts

Title Year Overview

Apprenticeship and

Vocational Training Act

(1974)

Repealed in 2001

1974

This Act defines the basic idea of Sudan’s

vocational training administration. It is also

defining the formal apprenticeship system.

Vocational Training and

Apprenticeship Act

(2001)

2001

This Act is the basis of establishing the SCVTA.

The Act defines the role and duties of the related

parties.

1.3 Vocational and Technical Education and Training Path in

Sudan There are four paths of education in Sudan after 8-year basic education: academic

secondary school, technical secondary school, artisan school, and VTC.

Table 3 Types of Schools after Basic Education

Academic secondary

school, under the Ministry

of Education

There are two types of academic secondary schools:

governmental secondary schools and private secondary

schools. Their curriculum is the same, but school fees are

different.

After the 3-year course, students can get Sudan School

Certificate and apply for university or college if they fulfil

the admission requirements.

5 The Ministry of Labour and Social Development is preparing the national employment policy supported

by ILO as of December 2020.

6

Technical secondary

school, under the Ministry

of Education

Students who succeed in the basic school exam can join

technical secondary schools. There are 4 types technical

secondary schools: women, commercial, agricultural, and

industrial secondary schools. After spending 3 years,

students sit for the “Sudan secondary school certificate

exam – Technical course”. Those who succeed in the exam

can join universities if they fulfil the admission

requirements.

Artisan School, under the

Ministry of Education

Students who did not pass the basic school exam can join

this type of school. Artisan schools sometimes have their

own building, but sometimes the technical secondary

school offers artisan courses in the same school premises.

It is a 2 years course and at the end of the course they get

a completion certificate.

Vocational training

centres, under the

authorization of SCVTA

After passing the basic school education exam students

who are younger than 20 years old are entitled to join the

3-year apprenticeship diploma course. After completion

of the 3 years, trainees sit for the apprenticeship diploma

exam and then joined the labour market as skilled

workers. Their path is open to join technical colleges or

even universities if they pass a qualifying exam.

For those who did not pass the basic school education

exam, they can also attend other vocational training

courses available at the VTCs. Some VTCs provide courses

such as 1-year apprenticeship diploma course, or 2-year

apprenticeship diploma course developed by SCVTA,

short training courses, and others.

Figure 1 illustrates the general educational / training path in Sudan6.

6 Sudan used to have a national service system which was obliged to all the citizens after graduating from

schools, which rather hindered smooth transition of fresh graduates from education to world of work. This

system was not active since 2020.

7

Remarks: The Ministry of Education decided to change 9-year basic education in 2019. However, as of end

of November 2020, the basic education is still 8 years.

Figure 1 Overview of Academic Path

1.4 Governance System of Vocational Training

1.4.1 Overall Governance Structure

Figure 2 conceptualizes the actors and their relationship in the vocational training system.

Details on the role and responsibility of each organization are explained later in this

section.

Figure 2 Overview vocational training governance structure

3 years

8 years

Stu

dy Y

ear

3 years

Pre-school Education

Labour Market

Academic

Secondary

Education

Technical School

• Women

• Commercial

• Agriculture

• Industry

University

Secondary School Certificate Qualifying Examination

Vocational Training Centre

Technical College2-6 years

Artisan School

Basic Education

SCVTA

State Government

VTC Citizens

Setting the Ground Rules◼ VTC Operation and

Management◼ State-level Management System◼ Quality Management System

Standardizing Training◼ Training Standard◼ National Examination◼ Training Program

Training Provider◼ Pre-employment training◼ In-service training ◼ Re-training for jobless◼ Trade Test

Owner/Resource Provider ◼ Planning◼ Financial and Human resource◼ M&E and Auditing

State Government VisionStates’ economic and social

development and peace

National Vision

✓ Improve worker’s status✓ Secure employment

For national economic and social development and peace

Personal VisionStable job and life Happy job life

8

1.4.2 The Roles and Responsibilities of SCVTA

(1) Regulatory Environment of SCVTA

The roles and responsibilities of SCVTA are defined by the Vocational Training and

Apprenticeship Act (2001). Before setting the act, the study “Functional and

Organizational Structure and Terms of Reference” was conducted to consider the best

structure of SCVTA. “Regulation of Organizing the Work of the Supreme Council for

Vocational Training and Apprenticeship” explains the TOR of the Supreme Council and

the committees was also issued in 2001. These regulation and study help to understand

the details of the SCVTA’s roles and responsibilities.

Table 4 List of regulation and study of SCVTA

Title Year Overview

Functional and Organizational

Structure and Terms of

Reference

2000

This study aims to create proper TOR and

hierarchy for the newly established SCVTA. It

was conducted to form the functional and

organizational structure and terms of

reference (TOR) for the Supreme Council. Also,

it suggests the general aspects of the

vocational training system in Sudan, the main

roles of SCVTA, the general policies, etc.

Regulation of Organizing the

Work of the Supreme Council

for Vocational Training and

Apprenticeship

2001

This regulation sets TOR and the competencies

of the Supreme Council and three committees

(Standards Committee, Training Programs

Committee, Trades Organization Committee).

Membership termination is also explained.

(2) The Supreme Council

① Structure of the Supreme Council

The role of the Supreme Council for Vocational Training and Apprenticeship (SCVTA) is

to set policies, strategies and regulations for vocational training. The Supreme Council is

composed of a Chairperson and members, and has four committees: trade organization

committee, training programme committee, standards committee, and investment

committee (Figure 3).

9

Figure 3 Structure of SCVTA

② Roles and Responsibilities of the Supreme Council

The roles of the Supreme Councils are defined by the Vocational Training and

Apprenticeship Act (2001) as below;

(a) Set the general vocational training and apprenticeship policies.

(b) Prepare vocational training plans and programmes.

(c) Study the needs for vocational training in different departments.

(d) Appoint specialized committees, with duties and authorities, to assist the council

in performing its functions.

(e) Sign contracts and agreements.

(f) Approve the budget proposal and forward it to the concerned authorities for

final approval.

(g) Advice the Minister about the recruitment of the staff of the Supreme Council.

(h) Set the terms of service of the staff agreeably with the Minister of Finance and

National Economy.

(i) Prepare and approve training curricula for different groups, specifications, and

standards for different occupations, and training curriculum for trainers and

supervisors or any other group.

(j) Set the detailed procedures and systems of performing trade tests for any group

of workers recommended by the Council to be trade tested.

(k) Encourage research and evaluation in all aspects of vocational training and

apprenticeship.

(l) Issue national vocational training and apprenticeship certificates and, any

certificates to be determined by the Council.

③ Members of the Supreme Council

Presidential decree was issued to determine the members of the Supreme Council and

the job titles in September 2000. The council has been reformed twice, and the last

reform was conducted by a cabinet decree number 488 signed by president of Sudan in

November 2015. The appointed 29 members are shown in Table 5. The title, the name

of the ministry, and the persons’ name are as it appears in the decree.

Table 5 Members of Supreme Council of SCVTA (as of 2015)

Chairperson of SCVTA

Members of the council

including Secretary General as Rapporteur

Trade organization Committee

Investment CommitteeTraining Programme

CommitteeStandard Committee

10

1 Minister of Labour and Administrative Reform Chairperson

2 State Minister of Labour and Administrative Reform Deputy Chairperson

3 Undersecretary – Ministry of Labour and Administrative Reform Member

4 Undersecretary – Ministry of Education. Member

5 Undersecretary – Ministry of Agriculture & Forestry. Member

6 Undersecretary – Ministry of Industry Member

7 Undersecretary – Ministry of Transportation, Roads & Bridges Member

8 Undersecretary – Ministry of Social Security Member

9 Undersecretary – Ministry of Higher Education Member

10 Secretary General-SCVTA Member &

Rapporteur

11 Secretary General-National Council for Technical and

Technological Education Member

12 Chairman of the Engineering Council Member

13 Secretary General – Supreme Council of Medical and Health

Professions Member

14 Secretary General – Veterinary Board Member

15 Secretary General – Agricultural Board Member

16 A representative of the Ministry of Finance & Economic Planning Member

17 A representative of the Ministry of Oil & Gas Member

18 A representative of Sudan University of Science and Technology Member

19 A representative of the Sudanese Business Federation Member

20 A representative of Sudan Workers Union. Member

21 A representative of Small Industries Union Member

22 A representative of the Women Union. Member

23 Head of the Private VTCs Association Member

24 A representative of Vocational Training staff. Member

25 Mr. Mohamed Ahmed Rasmi Member

26 Mr. Malik Alzaki Member

27 Mr. Abdalla Riaas Member

28 Mr. Ali Mustafa Asad Member

29 Mr. Eltayeb Elsamani Member

④ The Committees

The Supreme Council formed three committees following the Regulation of the Supreme

Council for Vocational Training and Apprenticeship (2001), namely; standards committee,

training programs committee, and trades organization committee. The roles of each

committee are as follows:

(a) Standards Committee:

- Prepare training curricula for different groups.

- Set the standards and levels of a different occupation.

- Prepare and developing curricula for trainers, supervisors, and other groups.

- Study the applications of establishing new VTCs and giving approval for

establishment.

- Determine the basics and fields of VT research.

11

(b) Training Programs Committee:

- Suggest VTCs have the capability to teach theoretical information related to

the trade for trainers and trainees.

- Suggest the duration of apprenticeship besides the weekly and daily working

hours.

- Suggest the minimum age and educational level for the trainees.

(c) Trades Organization Committee:

- Suggest general policies of VT.

- Study the needs of VT in different economic sectors.

- Organizing professions according to international and Arab standards.

- Issuing licenses to practice the profession in accordance with the trade test

system.

In 2016 a new committee “Investment Committee” was formed and below is its role:

(d) Investment Committee:

- Take responsibility on the utilization of the investment potential of the

vocational training centers to generate revenue for the development of the

system.

There are no regulations regarding these committees which determines the membership,

frequency of the committee, etc. Currently only the Standards Committee is organized

upon the request for curriculum approval and the other committees are not functioning.

(3) The General Secretariat

① Roles and Responsibilities of the General Secretariat of the SCVTA

The roles and responsibilities of the General Secretariat of SCVTA are to implement the

policies set and the decisions made by the Supreme Council. General Secretariat is also

responsible to propose the national vocational training and apprenticeship programme

to the Supreme Council. The General Secretariat prepares annual budgets and approves

them from the competent authority. The General Secretariat supervises the federal VTCs

financially, administratively and technically while providing technical supervision to the

rest of the centers.

② Structure of General Secretariat of SCVTA

The structure of the General Secretariat of SCVTA is shown in the figure below. It is worth

mentioning that some units under direct supervision of the SG-SCVTA including

“computer and information system unit” was not established. In addition, the unit of

“administrative development and quality” plays the role of the “training and capacity

development unit”, which does not currently exist.

12

Source: SCVTA Organizational and Functional Structure (2016) issued by Chamber of National Civil Services

Affairs

Training Directorate is renamed to the Administrative Development & Quality in 2018 by the decision of the

Cabinet. This structure has been slightly modified through the years (Interview with SG-SCVTA, 2020)

Figure 4 Structure of General secretariat of SCVTA

Major responsibilities of each general directorate are indicated in “Job Description and

Skeleton Hierarchy (2001)” as below:

DG-Human Resources & Finance

- Prepare General Secretariat budget in coordination with all departments

and sections, including management of national VTCs.

- Follow up the budget adoption procedures and implement it after

approval in accordance with the work regulations and procedures

approved by the Supreme Council.

- Enforcement of laws, regulations, national civil service systems and

conditions of service for the employees of the General Secretariat.

- Plan and manage supply and logistics systems for the General Secretariat,

including the supply of federal VTCs.

DG-Trades Organizations & Skills Measurements

- Develop national policies and plans to measure workers' skills.

- Develop and follow up the implementation of a unified system of

apprenticeship examinations.

- Prepare and develop examination and issuing national certificates

- Prepare a national trade classification for craftsmen

- Design programs targeting to upgrade craftsmen and build their technical

and vocational abilities.

DG-Technical Affairs

Planning

Development &

Technical Aid

Curricula

Technical Guidance

Printing Press

GD-Human Resources &

Finance

Exams

GD-Trades Organizations & Skills Measurements

GD-Technical Affairs GD-Planning &

Policies

General Registrar

Human Resources

Financial Resources

Public Services

Trade Tests

Inspection & Trades

Organization &

Upgrading

Programs, Training

& Activities

Statistics and Research

Computer and Information System Unit

Training and Capacity Development Unit

Executive Office

Legal Advisor

Internal Auditing Unit

Media & Public Relations Unit

Federal VTCs

SG-SCVTA

Administrative Development & Quality Unit

Institute of Training of Trainers and Supervisors

13

- Conduct surveys and studies aimed at identifying training needs in

cooperation and coordination with the General Directorate of Planning and

all relevant bodies.

- Design of curricula according to the regulations and laws approved by the

Supreme Council for all VTCs.

- Follow-up and evaluate the curricula by scientific approach and method.

- Design different training programs based on the results of labour market

surveys for all VTCs, and follow-up the implementation of these programs.

DG-Planning & Policies

- Conduct various researches in the fields of vocational training.

- Establish a database covering different areas of vocational training in Sudan.

- Prepare all studies related to new projects and VTCs.

- Follow-up technical assistance projects and supervise them during the

project implementation period.

(4) SCVTA’s Technical Guidance for Training Providers

SCVTA is responsible for any type of vocational training according to the Vocational

Training and Apprenticeship Act (2001). SCVTA bears a key responsibility to ensure that

any vocational training by any actor is implemented properly.

The Act (2001) states that the Concerned Authority (Secretary General of the Council or

any of the employees authorized to perform all or some of the authorities stipulated in

the Act) is authorized to:

- Inspect any vocational training centre, question anybody responsible for its

management, examine any person receiving training in it, request evaluating any

keep records, or documents, or have access to any information necessary for

ensuring the implementation of the Act

- Conduct any appropriate managerial explanation or investigation and take any

measures to ensure that the provisions of this Act and its regulations about

vocational training and apprenticeship are carefully observed.

It is also stipulated that the Concerned Authority should provide all kinds of technical

consultations and advice about apprenticeship programmes delivered according to the

provisions of this Act and its regulations.

Technical guidance can be given in the form of standards, rules, regulations, and

supporting manuals, besides monitoring visits or calls. Key areas of technical guidance

are listed below. However, it is important to acknowledge that the scope of “technical

guidance” is often understood differently from one person to another. The areas listed

below are the ones agreed with the General Secretariat of SCVTA in the process of

preparation of this Handbook.

14

Table 6 SCVTA’s Key Technical Guidance for Training Provider

Key Areas Available Guidance

Establishing

VTC

This is the very first guidance which SCVTA provides to the

vocational training providers. SCVTA issued two documents to guide

the VTCs: “The principles and conditions for establishing vocational

training and apprenticeship centres (2001)” and “

Procedures for Obtaining Licenses for Establishing Private VTCs”

(2001)” These documents indicate the important aspects to consider

when establishing the VTC: purposes of establishing VTC, training

facilities, trainer’s quality, etc.

Operation and

Management

system of VTC

The basic structure of VTC and the management system are defined

in the “Job Description and Skeleton Hierarchy (2001)”, “Regulations

for Vocational Training and Apprenticeship (2001)”, “Regulation of

Short Training Courses at Vocational Training Centres (2001)”,

“Regulation of Productive Training at VTCs (2001)”, and “VTC

Operation & Management Guideline (2018)” to ensure the

standardized operation of vocational training nation-wide. These

regulations include the trainee’s management, the staff composition

and their responsibility, and administrative council (management

structure).

These regulations are obligatory for the public VTCs who run the

national certificate programs, but not necessarily for the case of

private VTCs especially the administrative part such as finance.

Training

standards

Any VTCs that provide the national apprenticeship diploma certificate

program must follow the “Training Standards (1976)”, which covers

agricultural machinery, auto-electrician, auto-machine, bench fitter,

carpenter (cabinet maker), carpenter joiner, electrical fitter, Fitter

machinist, general electrician, heavy earth, installation electrician,

refrigeration and air conditioning, sheet metal, turner and welder. This

serves as the basis of the national apprenticeship diploma certificate.

It includes the features of the training program: duration of training,

necessary facilities, trade classification code, trade description, scope

of activity, equipment, apprentice’s tools, institutional training, in-

plant training, entry requirement, training progress and phase test,

trade test, etc.

To supplement the standard, SCVTA issued the “In-Plant Training

Manual

The manual is expected to improve the way VTC manages the trainees

during IPT period, which is also a part of the Training Standards.

In case if VTCs would like to implement other types of courses than

currently available ones at SCVTA, the VTCs may request SCVTA

(Standard Committee) to support and accredit new training course

prepared by the VTC. To facilitate the VTC to develop training courses,

15

SCVTA prepared the “Training Package Development Manual (2019)”

using which, the VTCs can develop tailor-made short training courses.

Qualifications

examinations

SCVTA guides the VTCs to organize apprenticeship diploma (3-years)

examinations through: “Regulation of Organizing Apprenticeship

Diploma Examination for Vocational Training Centres (2005)” and

Guideline of Apprenticeship Diploma Exam for VTCs (2015)”.

SCVTA also guide the public VTCs to implement the Trade Test with

the “Trade Test Guideline (2016)”.

Directing VT

services

including the

states

The Supreme Council is responsible to prepare VT policy, and the

General Secretariat of SCVTA implements the policy. Guiding and

encouraging the State Government and the VTCs to prepare their

strategic plan is key for the successful implementation of the policy.

SCVTA issued the Guideline for Establishing State Council for

Vocational Training & Apprenticeship (StCVTA) in 2017, to encourage

the state government to assume its role and prepare strategic plan.

Management

Information

System

SCVTA’s General Directorate for Planning and Policies has a

department for computing, information system and research

(although it is not yet established).

VTC Operation & Management Guideline, and SCVTA quality

monitoring and assurance system guideline for public vocational

training centres (2020) indicate the roles and responsibility of VTC and

SCVTA for better management of information .

1.4.3 The Roles and Responsibilities of State Government

(1) Regulatory Environment of State Government

Since Sudan has adopted the federal system in 1994, the local government became

responsible of the local issues, headed by the Governor called “Walli”. The federal

government and the state government communicate through the Ministry of Federal

Governance (former Federal Governance Chamber), which is the official communication

channel between the two parties. Vocational Training and Apprenticeship Act (2001)

defines that the state and federal government work together for vocational training

service, and accordingly, the following guiding documents were prepared by SCVTA to

promote the establishment of the branch councils in all states (Table 7).

Table 7 Guiding document for Establishing Branch Council in the States

Title Year Overview

Guideline for Establishing

State Council for Vocational

Training & Apprenticeship

(StCVTA)

2017

This guideline regulates the establishment of

the State Council for Vocational Training and

Apprenticeship (StCVTA) in the different states

of Sudan and defines its role and

responsibility.

Standard Job Description of

the General Secretariat - State

Council for Vocational

2017

This is a supplementary document to the

above guideline, which explains the expected

minimum composition of the General

16

Training & Apprenticeship Secretariat of StCVTA and the job description

of the staff.

There are 7 states which have officially established the StCVTA as of October 2020:

Khartoum, River Nile, Kassala, Sennar, White Nile, Gedaref and North Darfur.

Although the StCVTA is officially established, there is a need for further support from

SCVTA to guide them to function as defined in the Act and the guideline.

Box 1: Promoting Establishment of the State Council for Vocational Training

and Apprenticeship in all the states

General Secretariat of SCVTA organized a workshop to explain the importance of the

state-level branch councils in each state to promote the establishment of the StCVTA

in 2017.

Khartoum state “supreme council for human development and labour” was

established in 2011, as a responsible body for vocational training issues. The

Khartoum state council member shared their experience at the time of establishment

in the workshop.

The North Darfur and Kassala state government participated in the workshop, and

later, the governors of two states issued the decrees to establish the StCVTA in 2019.

The two Councils are preparing to take up the roles and responsibilities set in the

guideline.

(2) Roles and Responsibilities of State Government

The decentralization has expanded the state government’s responsibility for the State’s

socio-economic development. The state government, therefore, can utilize the vocational

training services as an instrument to tackle the states’ development agenda such as,

improving employment rate, business expansion, reduction of poverty according to its

own social and economic environment. The administrative responsibility of the state

government over vocational training includes:

- Develop vocational training strategy of the state with the stakeholders

- Manage labour market information

- Manage training information within the state

- Approve the vocational training plan submitted by the state-owned VTCs

- Allocate financial and human resources to the state-owned VTCs

- Monitor accountable management of the state-owned VTCs

(3) Governance Structure of Vocational Training Services in the State Government

At the level of the states, it is not always the case that the state ministry of labour or

human resource development exists as an independent state ministerial body. Therefore,

the office in charge of vocational training is different from one state to another.

Khartoum State established the Supreme Council for Human Development and Labour

(SCHDL), the body responsible for VTCs7 under Khartoum State. In North Kordofan, VTC

7 In Khartoum state, vocational training institutions are named “Vocational training and entrepreneurship

centres (VTECs)”.

17

is under the umbrella of the Ministry of Education. In White Nile and the Kassala States,

VTCs are under the State Ministry of Finance. Under such circumstances, it is not easy for

SCVTA to send one instruction/technical guidance that fits for all states.

The structure of Khartoum state, White Nile state, and Kassala state are illustrated below.

Note: The Khartoum State Supreme Council is under the authority of the State Ministry of Human

Development and Labour

Figure 5 Structure in Khartoum State under the Supreme Council for Human

Development and Labour - Khartoum State

Figure 6 Structure in White Nile State under SMOF-Civil Service

Director General-State Ministry of Finance

Directorate of

Public Officers

Directorate of

Labour

Directorate of

Training

Directorate of

Vocational Training Recruitment

Committee

Public Service

Chamber

GD

Accounting

GD : General Directorate

GD

Economic

Affairs

GD Finance

and

Budget

GD

Revenues

GD Financial

and Admin

Affairs and HR

GD Stores,

Procurement and

Assets

Directorate of

Service Affairs

Directorate of

Labour Education

18

Figure 7 Structure in Kassala under SMOF-Flat Management

1.4.4 The Roles and Responsibilities of Vocational Training Centre

(1) Regulatory Environment of Vocational Training Centre

SCVTA has the responsibility for the approval of licence to the VTC at its establishment.

After the establishment, SCVTA does not hold responsibility for the administrative

aspects8 of all VTCs except the Federal VTCs. Therefore, VTCs should take responsibility

for their administration under their relevant authority, whether state ministry of finance,

state ministry of education, or the federal ministry of defence.

The Federal VTCs directly managed by SCVTA operates under the SCVTA’s direction

including administrative aspects.

SCVTA issued several guiding documents including the most recent “VTC Operation and

Management Guideline (2018)” to define the standards for the VTC management.

Table 8 Overview of Regulatory Documents for VTCs

Title Year Overview

The principles and conditions for

establishing vocational training

and apprenticeship centres

2001

This guideline specifies the conditions that

the public vocational training centres

should be licensed.

Procedures for Obtaining

Licenses for Establishing Private

VTCs

2001

This guideline specifies the conditions the

private vocational training centres should

be licensed.

Job Description and Skeleton

Hierarchy 2001

This document defines the basic structure of

public VTCs staff composition. The same

structure applies is not necessarily applies to

the private VTCs


Apprenticeship Regulation 2001

This guides the VTCs how to manage the

VTC and defines the role of the

administrative council, in particular for the 3

years apprenticeship diploma course.

VTC Operation & Management

Guideline 2018

This guideline sets the standards for

operation and management of VTCs. This

guideline refers to the “regulations for

8 Administrative issues are: finance, human resource, physical resource such as building and equipment.

Information

Centre

Labour

Admin.

Public

Service

Affairs

Chamber

Accounting

Chamber

Gov.

Vehicles

Control

Admin

Public

Relations

Policies &

Programs

Recruitment

Committee

Kassala

VTC

Director General

Kassala State Ministry of Finance

19

vocational training and apprenticeship”, but

also covers other types of training services.

(2) Roles and Responsibilities of Vocational Training Centre (VTC)

A VTC’s primary role is to provide vocational training services fitting to the labour market

needs. To fulfil its role, the VTCs are expected to coordinate with their stakeholders and

prepare its strategic plan and action plan to determine labour requirements.

- Prepare the strategic plan and its action plan with stakeholders

- Manage the vocational training courses according to the plan and training

standards and regulations set by SCVTA

- Manage Trade Test for those who wish to obtain skills certification (this is

relevant only to the public VTCs)

- Report to the responsible authority about its performance

Box 2: Strategic Plans of Kassala and Kosti

The two VTCs had a series of discussions with the stakeholders, including private

companies (both large scale and small scale) and academic institutions, to develop

their strategic plan to serve for the community in which the VTC is located. One of

the key for strategic plan is to have a clear and shared mission and vision. The two

VTCs prepared their mission and vision, and then discussed the strategic objectives.

[Kassala VTC Strategic Plan -2017-2021]

➢ The mission: “To train a diverse and effective workforce that supports the

economic growth and social stability of Kassala state”.

➢ The vision: “Kassala VTC is the model for best practices in teaching and

learning in vocational training in Sudan.”

➢ Strategic goals: (1) To offer quality training services responding to the needs

of various customers, and (2) to strengthen our management resources

enabling more effective and efficient services.

[Kosti VTC Strategic Plan -2017-2021]

➢ The mission: “Through training, we lead development.”

➢ The vision: “To be a centre of vocational life in White Nile State”

➢ Strategic goals: (1) To offer quality training services responding to the needs

of various customers, (2) to promote a better understanding of vocation and

vocational training, (3) to establish a sustainable partnership to promote

vocational training in the state, (4) to maintain qualified staff committed to

Kosti VTC’s mission and vision, and (5) to strengthen our management

resources enabling more effective and efficient services

(3) Types of Vocational Training Centres

There are four types of VTC ownership: Federal VTC, state VTC, other governmental VTC,

and private VTC. This difference is associated with the administrative responsibility9

9 SCVTA has the technical responsibility for all vocational training services

20

which varies according to the VTCs’ ownership. The table below explains four types of

VTCs (Table 9). Details are explained in Appendix2: List of VTC.

Table 9 Types of Vocational Training Centre

Type Feature

Federal VTC

SCVTA takes the administrative and financial responsibility and

currently it manages 6 federal VTCs (five in Khartoum State and

one in Gezira State).

These 6 VTCs do not have financial autonomy. SCVTA’s budget

covers the running cost of these VTCs.

The directors are assigned by the Secretary General of the

SCVTA.

State VTC

State government takes administrative responsibility.

The situation of financial autonomy differs from State to State.

For example, the public VTC of White Nile State (Kosti VTC) has

a financial autonomy while the public VTC of Kassala State

(Kassala VTC) does not.

The directors of States’ public VTCs manage their VTCs based

on the SCVTA’s regulations on training services and their state

regulations on finance and civil servants.

Regarding administrative issues, it is clear that “hybrid”

regulations are in use in these VTCs. For instance, they follow

SCVTA regulations in setting the organizational chart and TOR

of the staff. On the other hand, the State regulations are applied

in appointing and promoting of the staff.

Two (2) new VTCs are expected to start operation in Blue Nile

State and in South Kordofan State soon.

Other

governmental

VTC

VTCs under technical colleges follow all the financial and

administrative regulations set by the Ministry of Higher

Education.

The dean of the technical college acts as the director of the

VTCs, while ex-VTC directors10 serves as coordinators.

Other than the college, the Ministry of Defence runs two VTCs,

in Khartoum State, the Ministry of Interior runs one VTC in

Omdurman and the Ministry of Agriculture runs one VTC in

Gezira State.

SCVTA’s regulations for the diploma exam are applied.

Private VTC

Some VTCs are owned by a private company such as DAL group,

and others owned by individuals.

There are two VTCs run by the church located in Khartoum and

Elobied in North Kordofan State.

SCVTA approves the opening of new private VTCs.

10 When the decentralization was introduced, some states decided to turn the VTCs into technical college

such as Gezira, Red sea, and South Darfur. Those who served as director of the VTC then has turned their

position to coordinators of the VTC within the college.

21

Private VTCs are providing various short training courses, while

some of them are providing a 3-year course. For the latter,

SCVTA’s regulations for the diploma exam are applied.

To minimize the expenses private VTCs are not following the

administrative structure issued by SCVTA. Most of private VTCs

appoint only the director without assistants.

The number of VTCs and their locations as of June 2020 are mentioned in Table 10.

Table 10 Number of VTCs (as of June 2020)

Types Location and administrative information Num.

Federal VTC Five in Khartoum State and one in Gezira State 6

States VTC

States VTCs under States Ministry of Finance (Kassala,

Kosti, and Gedaref) 3

States VTCs under State Ministry of Education (Elobied) 1

VTECs under the Supreme Council for Human

Development and Labour - Khartoum State 5

Other

governmental

VTC

VTCs under technical colleges (Ministry of Higher

Education), (Three in Gezira, Port Sudan, South Darfur,) 5

VTCs under the Ministry of Defence (Khartoum) 2

VTC under the State Ministry of Agriculture and Natural

Resources – Gezira State 1

VTC under Ministry of Interior – Khartoum State 1

Private VTC Private VTCs providing apprenticeship diploma 13

Private VTCs not providing apprenticeship diploma >150

22

Box 3: Private VTCs and Vocational Training by Private companies

As for the private VTCs, any private organization or individual can establish a VTC as

long as the requirements are met: For example, Spark VTCs, DAL group company

Sayga’s bakery development centre, and CTC group’s LG academy run their own

VTCs. These VTCs can offer training courses open for any citizens. The requirement is

important to guarantee the quality of training, which ensures that citizens shall

receive quality training matching to their skills needs of the job market. More details

of procedure and requirement are described in “

Procedures for Obtaining Licenses for Establishing Private VTCs”.

Vocational training by private companies happens either through on-the-job training

and off the job training for company employees and apprentices. They are also consi

dered as vocational training according to the Vocational Training and Apprenticeship

Act (2001), but it is closed to their staff. The company-based training is often not

structured, especially in small scale businesses. For example, large company like DAL

and CTC have their staff development plan. SCVTA issued the “Guideline for

apprenticeship system” (2018) and the “guideline for human resource development

pioneer firm certification system” (2018) to promote more structured vocational

training at small scale enterprises.

(4) Governance structure of VTC

VTC Operation & Management Guideline (2021) indicates the governance structure of

VTC, which is comprised of three departments as the basic structure: Training Program

Department, Administration Department, and Investment and Production Department.

The standard organizational chart is as follows.

Source: SCVTA Job Description and Skeleton Hierarchy (2001)

Figure 8 VTC Organizational chart

Head of

Ass. Dir. for Invest. Ass. Dir. for Training Program

Prod. &

Invest. Officer

Marketing

Officer

Supply

Supervisor

Accountant

Clerks

Trainers

Workers

Drivers

Head of

Section

First

TrainerTrainer

Register

Trainees’

Activities

Supervisor

Trainees’

Affairs

Officer

Industrial

Guide

Ass.

Industrial

Guide

Trade Tests

Supervisor

Ass. Dir. for Admin

Head of

Trade Tests

Director

23

(5) Administrative Council and VTC Advisory Committee

In addition, VTC Operation & Management Guideline guides VTCs to establish the

Administrative Council and the VTC Advisory Committee. The Administrative Council is a

mandatory steering body of the VTC toward achieving the strategic goal which each VTC

should set. This administrative council’s meeting should take place monthly.

VTC Advisory Committee can be optionally established in consideration of the situation

of the local community and VTC. This Committee is only a supporting organization for

the VTC director and does not make decisions. The Advisory Committee may consist of

the representatives from the industry, parents of trainees, community leaders, academic

institutions, non-profit organizations (NPOs), etc. The committee help the Administrative

Council to manage the centre. The members can reflect the opinions of the stakeholders

on VTC administration. The committee is expected to help maintaining accountability

and improving the transparency of the VTC. It also and contributes to strengthening the

bond between the VTC and the community through provision of fit-for-community

training services.

24

MODULE-2 TRAINING MODE, TYPE, AND COURSE

2.1 Types of Vocational Training Vocational training means “the systematic training that aims at providing the necessary

skills, knowledge and attitudes required for productive employment in any fields of

economic activity. It includes initial training, up-grading training, and retraining provided

in any enterprises, public institutions, or vocational training centres established by the

government or a public enterprise or the private sector”, according to the Vocational

Training and Apprenticeship Act (2001).

Figure 9 Overview of the Types of Training

Overview of the three types of the vocational training in Sudan are explained as follows:

a) Initial Training (Pre-employment Training)

A training activity that targets trainees with “zero levels” skills nor previous

working experience. It aims to provide them with skills that allow them to enter

the labour market.

Most recognized vocational training of this type is the 3 years apprenticeship

diploma course, which is conducted at VTCs accredited by SCVTA. Since 2018,

SCVTA also approved 1-year training courses.

On the other hand, most prevalent of this type may be the apprenticeship

training at any enterprise, although it is often not regulated thus there is no

clear picture about its situation. The empirical research of informal

apprenticeship by ILO and the intervention by JICA in Darfur has shed light on

this issue.

b) Re-Training (Accelerated Training)

It is for those who wish to prepare themselves to find a job in the trade for which

they do not have working experience. Thus, it is also called “accelerated training”

Initial Training

(Pre-employment

Training)

Re-training

(Accelerated Training)

Upgrading Training

(In-service Training)

Institution-

based Training

Training Courses*

Work-based

Training

<Upgrading Training>

• Competence-based Training Level 1~4

• First Class Driving License

<Re-training>

• Apprenticeship Diploma (1year)

• Youth Training (6 months)


<Initial Training>

• Apprenticeship Diploma (1-3 years)

• Youth Training (JICA SMAP project in Darfur)


Delivery Mode

• Apprenticeships

• Internships and Traineeships

• On-the-job Training

Training Style

Types

* The listed courses are the approved courses by SCVTA as of October 2020* Detail of the courses are explained in the section 2.2.2

25

to enable the participants to acquire skills quickly for their next career. This type

of training often takes the form of 3 months institution-based training, but it

varies depending on the type of skills that people want to gain11.

c) Upgrading Training (In-Service Training)

The purpose of this training is to raise the capacity of any workers in the public

and private sectors of any business scale (large scale to micro scale) who are

already in service. The training aims to raise the capacity of workers to increase

their productivity and update their skills to cope with the advanced technology

and changes in their trades. Most of the training are conducted as school-based

training, or it could combine both institution-based training and work-based

training like apprenticeship.

2.2 Delivery Mode: Institution-based Training 2.2.1 Overview of Institution-based Training

Vocational training can be implemented at any institution but should be licensed by

SCVTA especially if the institution is intending to implement vocational training courses

accredited by SCVTA. Most typical locations/ institutions providing vocational training

after VTCs are the Youth Training Centres12, Technical Secondary School (TSS) and the

Technical College, as they are equipped with relevant facilities and teachers13.

Mobile training is also one of the useful delivery channels of vocational training. Trainers

go to the site with necessary equipment to offer vocational training services. Mobile

training enables the delivery of vocational training services to less privileged areas such

as rural areas and refugee settlements. Since Sudan is a large country, it is an efficient

way to cater for the needy population. There are Hassan Mekki Mobile Vocational

Training Centre (private) in Kassala, and Sayga Mobile Bakery School (private, DAL group

company) that are accredited by SCVTA14. There is no special licence to organize mobile

training, thus any VTC can conduct mobile training.

11 This program used to apply the “Module of Employable Skills (MES)”, an approach developed by ILO

adapted to fit to the Sudanese environment.

Refer following for the details of MES: Government of Germany, Federal Ministry of Education and Science

(1989), “Innovative Methods of Technical and Vocational Education”

https://unevoc.unesco.org/fileadmin/user_upload/pubs/sym8906e.pdf 12 There are 11 Youth Training Centres run under the Ministry of Youth and Sports. According to a study by

JICA in 2009. https://libopac.jica.go.jp/images/report/12125746.pdf 13 Although, all training with the aim defined in the vocational training act (2001) are considered as

vocational training but often these institutions are not registered to SCVTA and therefore no reporting nor

communication between these institutions. It makes it a challenge for the Government of Sudan to

understand the reality of vocational training, how many beneficiaries in the country, who are the

beneficiaries, how effective the vocational training is, etc. 14 Other than accredited mobile training, there are also some private companies who organize visit-based

training such as GIAD (engineers travel around and provide skills upgrade training to the mechanics in the

states.

26

Interview with Bakery Development Centre ~Sayga Mobile Bakery School

BDC implement the Sayga Mobile Bakery School and it has 5 special cars that has

kitchen facilities.

Mobile Bakery School vans can go everywhere in Sudan. The training is for the bakery

shop owners to improve their production (upgrade training), and for women in the

rural areas to start income generation activities (re-training).

At the time of interview (2015), one training car was training 800 persons /month,

achieving about 4,000 persons training every month.

2.2.2 Training Courses for Institution-based Training

The Standards Committee of SCVTA (see: Standards Committee) has the responsibility to

set the training standard and curricula meeting the levels of various occupations. It is

ideal that the standard and curricula should match to the national qualifications system

such as occupational standards and National Qualification Framework. In coordination

with UNESCO, he General Secretariat is currently developing a National Qualifications

Framework.

SCVTA is expected to prepare training curricula covering both a variety of occupations

and different target groups so that the public and private VTCs can select the most

suitable one matching to the labour market needs. (see 6.1.7 Accreditation of training

courses)

There are 7 kinds of vocational training courses accredited by the Standards Committee

as listed below15. Currently, only the apprenticeship diploma course (3 years) is linked to

the Government of Sudan’s Civil Service Grade system.

(1) Apprenticeship Diploma (3 years)


(3) Apprenticeship Diploma (1 year)

(4) Competency-based training Level 1~4

(5) Two-year Training

(6) Youth training (6 months)

(7) First Class Driving License


Training Category Initial training

Duration 3 years with a total of 3,870 hours (1,000 hours/year for two

years, 1,650 hours for in-plant-training, and 220 hours in

the centre in the third year)

Training Standard Training standard for apprenticeship diploma certificate

(1974)

Examination National unified examination

Attainable Certificate Apprenticeship Diploma Certificate recognized in the

National Civil Service Grade

15 It is also important to recognize that there are various types of courses conducted by the VTCs, NGOs,

and other partners. However, since accreditation is not a very common practice, or not known among the

vocational training providers, the accredited courses are limited in number.

27

Admission requirement • Education level: Basic education completion certificate (8

or 9 years)

• Age: 15-20 years old

Taught in Vocational Training Centre (public, state and some private)

Training programme Theoretical training, practical instruction, and in-plant-

training. Practical training is at least 70% of total training

hours excluding in-plant-training.

Available Trades Auto mechanics, diesel mechanics, auto electricity, welding

and sheet metal works, construction, computer, plumbing

and pipe fitting, maintenance fitting, technical drawing,

general electricity, refrigeration and air-conditioning,

general mechanics, carpentry, machining, agricultural

machinery mechanics, food processing, animal production,

dress making, electronics (radio and TV – industrial

electronics), and tailoring (for women).


Training category Initial training

Duration 2 years with a total of 2,200 hours (800 hours/year for 2

years and 600 hours for in-plant training divided equally in

the 2 years

Training Standard No specific standard/ Approved by SCVTA in 2020


Attainable Certificate Apprenticeship Diploma (Two Years system)

Admission requirement No specific requirement

Taught in Vocational Training Centre (public and private)

*No VTC implementing this course as of 2020 yet

Training programme Theoretical and practical training, with compulsory in-plant

training. The practical training occupies about 70% of the

total training hours.

Available trades Same as apprenticeship diploma (3 years)

(3) Apprenticeship Diploma (1 year)

Training category Initial training and re-training

Duration 1 year with a total of 1,100 hours (800 hours in the VTC

and 300 as in-plant training)

Training Standard The training curriculum was developed by SCVTA and GIZ

and approved by the Standard Committee in 2018


Attainable Certificate Apprenticeship Diploma (One Year system)

Admission requirement No specific requirement except basic literacy


28

Training programme Theoretical and practical training, with compulsory in-plant

training. 70% of the training hour should be allocated to

practical training based on dual TVET model.

Available trades Small engine repair, Welding, General electricity, and air

conditioning and refrigeration

(4) Competency-based training (CBT) Level 1~4

Training category For any types of training, but prepared targeting initial

and re-training

Duration 240 hours for the preparatory course, 320 hours for level

1, and 400 hours for level 2 (total 960 hours)

Training Standard The training curriculum was developed by Khartoum State

VTEC trainers, Castle College, Nottingham, UK, and

SCVTA, and approved by the Standards Committee of

SCVTA in its meeting No. 14/2013 in 2013

Examination Examination for preparatory course prepared by the

Khartoum SCHDL

Attainable Certificate CBT level 1 and level 2 certificate

(Level 3 and 4 certificates are under development as of

2020)

Admission requirement

(main target)

Followings are only to set the main target and not

condition.

• Primary education leaving certificate (8 or 9 years)

• 15-25 years old

Taught in Khartoum State Vocational Training and Entrepreneurship

Centres (VTECs)

Training programme This is a combined training of theory and practical classes,

but no specific ratio of allocated hours since the program

is designed competency based and varies from

competency to another.

It is an evidence-based program to confirm that trainees

have a competent for certain skills.

After finishing level 1, trainees can go directly to the labour

market. If they need more skills for level 2, they can come

back.

Available trades Construction sector (Plumbing, painting, carpentry,

masonry, tiling, electrical installation), automotive (engine

service and rebuilding, chassis service, auto electric, air

conditioning, small engine repair), ICT and electronics

(basic and advanced computer operation, computer

hardware servicing, electronics servicing), welding and

sheet metal, machining, refrigeration, air conditioning,

leather products, hotel sector services.

* See below Box for further explanation of CBT

29

(5) Two-year Training

Training category Initial training

Duration 2 years (approximately 000,1 hours/year, the training

hours is not regulated), and there is no in-plant training

involved in this course.

Training Standard NA

Examination No unified examination. Completion test prepared by the

VTC

Attainable Certificate Training certificate



Training programme The training program is similar to the first and second year

of the 3-year Apprenticeship Diploma.

(6) Youth training (6 months)

Training category Initial training and re-training

Duration 6 months

Training Standard The training curriculum developed by SCVTA and JICA,

and approved by the Standard Committee in 2017

Examination No unified examination. Confirmation test on knowledge

and skill by each course

Attainable Certificate Attendance Certificate


Taught in Vocational Training Providers (public and private)

Training programme The courses are developed by JICA to target the youth who

are affected by the conflict in Darfur. It is mostly composed

of practical skills with 3 months in-plant-training. Because

of conflict, the targeted youth have less school life

experience, the courses provide not only technical

knowledge and skills but also appropriate social attitudes

such as communication and the ways to express their

opinions.

Available trades Basics of auto mechanics, basics of welding, basics of

electricity (house wiring)

(7) First Class Driving License

Training category Upgrade training

Duration • Ordinary course: 3 months (3 hours/day)

• Extensive course: 45 days (6 hours/day) based on the

request that some agencies expect trainees to have.

Training Standard NA


30

Attainable Certificate First Class Driving License

Admission requirement Drivers with at least 5 years’ experience and grade three

driving license with official letter

Taught in Bahri vocational training centre, Khartoum (Federal)

Training programme This program was developed by the Mechanical Transport

Department (MTD) in charge of all governmental cars in

Sudan. (The MTD no longer exists.) Currently, this training

program is delivered by Bahri VTC mentioned above.

The target group is senior drivers of public and private

sectors. The training course covers the basics of auto

electric, diagnoses of common mechanical faults, and

fixing of common problems.

Box 4: Competency-Based Training

According to the UNESCO-UNEVOC website16, competency-based training focuses on

what a person can do in the workplace as a result of completing a training course. The

competency-based training program is often comprised of modules broken into

segments, called learning outcomes. Each student is required to achieve all the

outcomes (skills and knowledge) in each module. Therefore, the progress of

competency-based training should not be based on time.

Traditionally, seat-time based training was commonly adopted, which allows easier

training management for the VTCs, because all trainees spend an agreed amount of

time in a classroom and workshop, and get accredited for the training course as they

pass in organized training.

2.3 Delivery Mode: Work-Based Training 2.3.1 Regulatory situation of work-based training

The Labour Code (1997) stipulates that vocational apprenticeship is a part of work-based

training, and is defined below:

➢ Vocational apprenticeships: Employers may provide new workers with the

necessary training to learn an occupation and a job within a specific period

based on the requirements and needs of the job.

➢ Contracts of apprenticeships: Training shall be provided under a written

contract which shall specify the duration, training stages, and the obligations of

both employers and apprentices during the period of training, provided that the

remuneration for apprentices during the training is not less than the minimum

wage specified under the provisions of the 1974 Minimum Wage Act.

16 UNESCO-UNEVOC: https://unevoc.unesco.org/home/TVETipedia+Glossary/lang=en/filt=all/id=103

31

➢ Termination of apprenticeships contracts: Employers may terminate any

apprenticeship contract whenever the apprentice is not fit for the job, is

incapable to learn satisfactorily.

Accordingly, SCVTA prepared guidance documents to ensure the appropriate treatment

of apprentices at their workplace.

Table 11 Overview of regulatory documents for apprenticeship

Title Year Overview

Guideline for

Apprenticeship System 2018

This guideline clarifies the roles and

responsibilities of the stakeholders of

apprenticeship, referring to the Labour

Code (1997) and the Vocational Training

and Apprenticeship Act (2001).

Guideline for “Human

Resource Development

Pioneer Firm Certification

System”

2018

SCVTA introduced this guideline in

recognition of the importance of

apprenticeship in the private sector, and to

enhance capacity building (vocational

training) at the private enterprises.

Application Guide for

Human Resource

Development Pioneer

Firm Certification System

2018

This is a guidebook for the enterprises who

wish to obtain the human resource

development pioneer firm certification

Organizers manual for

prerequisite training

course

2018

This is a manual for the organizers of the

human resource development pioneer firm

certification to support the implementation

of the above guideline of the certification

system.

2.3.2 Types of work-based training

The vocational training in workplace includes all forms of training that take place in a

work environment, such as apprenticeships (both formal and informal),

internships/traineeships, and on-the-job training for the trainee. These are sometimes

combined with institution-based learning.

Table 12 Training at workplace

Type Explanation* Situation in Sudan

Apprenticeship

Apprenticeship provides occupational

skills and typically lead to a

recognized qualification. It combines

workplace learning and institution-

based learning in a structured way. In

most cases, apprenticeship lasts

several years. Most often apprentices

Frequently observed across

all industries, particularly in

micro scale business in

industrial zone, and it is

often informal without

apprenticeship contract.

The apprentice may sit for

32

are considered as an employee who

has a work contract and a salary.

the Trade Test to obtain

qualification. (It is not an

integral part of the formal

vocational training and

apprenticeship system.)

Internships and

traineeships

Internships and traineeships, which

complement formal or non-formal

training. They may last from a few

days to months. It may or may not

include a work contract and payment.

Large scale companies

often take interns aiming

to reduce mismatch

between employees and

employer

On-the-job

Training

On-the-job training takes place in a

normal work environment. It is the

most common type of work-based

learning.

This is observed across any

workplace and industry in

Sudan.

* Cited from ILO “Investing in work-based learning” https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_565923.pdf

Through work-based training, workers can improve employability and promote their

professional development, and employers also can get benefit from their work

productivity and technical skills specifically needed for their business. Therefore, work-

based learning can be a win-win method for both workers and employers.

The key element of the effective work-based learning is to set clear learning objectives.

In recognition of the positive impact of work-based training, SCVTA introduced the

“human resource development pioneering firm certification system” and prepared a

guideline in 2018.

2.3.3 Roles and responsibilities of employers

The Labour Code (1997) also states that the “Employers shall not assign a worker to

perform a job before providing him with enough training or before making him work

under the supervision of one or more experienced persons in the field” (article 95).

It is very important to highlight the employer's role in work-based training. The

employers are primarily responsible for the skills development of their workers.

Responsibility to provide on-the-job training and apprenticeship is defined by the

Guideline for Apprenticeship System (2018) by SCVTA to ensure the appropriate

management of apprentices.

ILO has been advocating the importance of work-based training and researched about

the apprentice system in Sudan (references: ILO and UNDP “Skills Development in

Sudan17” (2013) and ILO and UNDP “Report of the Empirical Research on Informal

Apprenticeship for the Darfur States” (2014)). Recently, SCVTA started to pay more

attention to this type of training and developed “human resource development

pioneering firm certification system” as earlier noted.

17 https://www.ilo.org/africa/information-resources/publications/WCMS_243636/lang--en/index.htm

https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_565923.pdf

33

Box 5: Development partners’ experience on informal apprenticeship

<Japan International Cooperation Agency (JICA): 2015-2020>

The ineffective and inappropriate practice of informal apprentices was one of the

challenges for the effective human resource development in Darfur as the ILO’s survey

(2014) revealed.

JICA held an open discussion between the state government in charge of vocational

training (Department of Labour) and the union of business/workshop owners who hire

many informal apprentices. Through the discussion, both sides agreed on the

importance of improving the working and learning environment for the apprentices

and their staff. To make this approach effective, JICA in cooperation with SCVTA

worked with stakeholders and developed human resources pioneering firm

certification system.

This initiative includes 15-hours prerequisite training of the certificate for the workshop

owners to be fully aware of their responsivity over their staff, and how that can bring

economic benefit to their business. The pioneering firms who took the 15-hour training

have made a lot of changes in their human resource management to motivate their

employees such as: preparing an attractive working environment, creating a safe

working environment, having an employment contract, fostering supportive

relationship among employees, sharing clear vision and responsibility with apprentices

and trainees, clarifying the enterprise’s vision and setting individual goals, etc.

2.4 Training for People with Specific Needs Whatever the training type is, the process of learning may be different from one group

to another, especially when the target group are those who face disadvantages in

entering the labour market. For example, women under certain constraints, people with

disabilities, refugees, internally displaced people (IDPs), etc. Depending on their

circumstances, there is a need for special care and attention to secure the training

outputs and impact. People with disabilities might require suitable special equipment

and facility. Women may need a specific training environment where they can feel safe

and free. It is also important to pay enough attention to the jobs after the training.

Therefore, the environment, content, and teaching methods should be adjusted for the

target group's needs.

Considering the international commitment toward the Sustainable Development Goals,

where no one will be left behind, the VTC Operation & Management Guideline indicates

the importance of securing the training opportunity for disadvantaged groups.

34

Box 6: Vocational Training for People with Disability in Khartoum 2 VTC

SCVTA was making efforts to expand training opportunities to vulnerable people

including people with disability. With the support of JICA they constructed a universal

toilet for in Khartoum 2 VTC. This effort brought fruitful results such as conducting

many training courses targeting disabled people at Khartoum 2 VTC.

It was confirmed that such toilets also contributed to expand the opportunities of

persons with disabilities to participate in the training as it was one of the high hurdles

for persons with disabilities to participate in training. Khartoum 2 VTC was listed as a

disabled friendly facility in Sudan by the Disabled Union together with the large

companies namely Coca Cola and Zain telecommunication.

Source: JICA (2018) Ex-Post Project Evaluation 2016: Package I-7 (Sudan and South

Sudan, Rwanda) https://libopac.jica.go.jp/images/report/1000036500.pdf

https://libopac.jica.go.jp/images/report/1000036500.pdf

35

MODULE-3 TRAINING MANAGEMENT

3.1 Training Management Process

3.1.1 Regulations of Vocational Training

The following are the regulations of SCVTA that set the rules for managing vocational

training.

Table 13 Regulations and guidelines about vocational training implementation

Title Year Overview


Apprenticeship Regulation 2001

This regulates the way the 3 years

apprenticeship programs are conducted, such

as number of trainees per trainer, trainees’

management rules such as leave days and

evaluation, academic year, etc.

Regulation of Short Training

Courses at Vocational Training

Centres

2001

This regulation organizes the implementation

of short training courses in VTC. It defines

training courses and explains how to

implement them. Financial issues related to

the training courses were also explained

Regulation of Productive

Training at VTCs

2001

This regulation organizes the implementation

of productive activities in VTC. It defines the

productive activities and explains how to

implement them. It also explains the financial

issues related to the training courses (direct

and indirect cost, effort, time, and profit

margin).

VTC Operation & Management

Guideline 2018

This regulates the way the VTC is operated and

managed to deliver quality vocational training

courses.

3.1.2 Theory of Training Management Cycle

The PDCA cycle is one of the techniques for quality management: repeating the cycle of

‘Plan’, ‘Do’, ‘Check’, and ‘Action’ for continuous improvement. This module explains the

training management process according to the flow.

Please note that this paradigm is used in this Handbook as a navigator for explaining the

training management process for easier understanding, and it is a reiterative cycle of

work involving plan-do-check-action.

36

Figure 10 PDCA cycle in Training Management

Based on the concept of the PDCA cycle in the training management cycle, the details

of each step is explained in the “3.2 Training Management Process”.

Plan

(3.2.1 Training Planning

(Plan))

(1) Training Needs Assessment

(2) Setting Training Program

(3) Curriculum and Instruction Materials

(4) Developing Training Delivery Plan

Do

(3.2.2 Course Delivery

Management (Do))

(1) Resource Allocation

(2) Trainee Management

Trainee Enrolment Process

Trainee’s Attendance & Learning Record

Guidance to Trainees

Work-Based Training (In-Plant Training)

Trainees’ Welfare (dormitory, extracurricular)

(3) Monitoring Trainees

(4) Safety Supervision

Check

(3.2.3 Monitoring and

Evaluation (Check))

(1) Monitoring Course Progress

(2) Course Evaluation

(3) Diploma Examination and Certification

(4) Tracer studies

Action

(1) Review Evaluation Sheets

(2) Review Training to Recognize Weakness and make

Improvement.

(3) Decide how to reflect evaluation results to the next plan

of training.

Plan

Do

Check

Action

PDCA CycleTraining Management Cycle

(TMC)

Training Purpose

(Fulfill training needs)

Plan

Planning of Training

Plan

Preparation and

Implementation of Training

Do

Evaluation of Training

CheckIm

pro

vem

en

t o

f Tr

ain

ing

Action

37

3.2 Training Management Process 3.2.1 Training Planning (Plan)

(1) Training Needs Assessment

Vocational training should meet the current needs of the labour market in line with the

government’s economic and social policy and strategy. Proper planning would reduce

the risk of mismatch between the workers and the employers. Theoretically, training

needs should be assessed at country, region, enterprise and individual levels.

One of the functions of the SCVTA is to “study the needs of vocational training in different

departments” but there is limited information regarding the current vocational training

situation except the apprenticeship examination. There is no regular market survey

conducted by SCVTA. There is also the lack of periodic national census or labour and

economic situation survey by the Central Bureau of Statistics. Such general lack of

information makes it even more difficult to grasp the labour market situation at the

national level.

The state government is responsible to look at the state’s own economic and social

opportunities and challenges and use vocational training service to improve the situation.

It is stipulated in the Vocational Training and Apprenticeship Act (2001): “recommend to

the Supreme Council the training needs of the new occupations demanded by the state

market”. However, as earlier mentioned in the Module 1.4.3, the roles and responsibilities

of state government are often unknown to the state government officers, thus the

implementation of such survey rarely occur, except when there is interest by

development partners.

Thus, the VTCs also should take up the survey and collect information regarding the skills

and training needs directly from the industry through official channel. This does not

happen now due to various factors including time and finance.

It is usually the case that the training needs assessment is carried out by the partner

organizations such as GIZ (2017-18) in Kassala and Gedaref etc. There are various

challenges that face these partners when conducting the training needs assessment

(TNA) or labour market survey. TNA usually starts with the statistics. As earlier stated,

however, the Central Bureau of Statistics’ information is limited. The latest full population

census was conducted in 2008. A sample census survey was conducted in 2011 by the

Ministry of Labour supported by ILO.

In addition, the lack of information about small scale business is another challenge.

Although small scale businesses are the dominant actors in the Sudanese economy, they

are often informal. It is difficult to grasp their business situation. Therefore, overall, the

general lack of statistical information makes the forecast for human resource demand

very difficult, and the training planning.

(2) Setting Training Program

TNA will be the basis of determining the training program18 for the target trainees.

18 There is no universal definition of the terms frequently used in vocational training. In this Handbook, the

following ones are applied.

Training Program: A document which indicates course title, trainers/implementer, target group and entry

38

At the level of SCVTA, there is the Training Standards (1976) for the apprenticeship

diploma course as explained in Table (6) SCVTA’s Key Technical Guidance for Training

Provider. Unfortunately, since then, there has been no update made to the standards.

However, there are some attempts to update the curricula by introducing some topics

that have arisen in some fields.

At the level of VTCs, they should set up the training program adopting the standards or

curriculum of SCVTA according to the identified training needs. The VTCs can select and

apply the training course that is accredited by SCVTA as listed in Module2.2 Delivery

Mode: Institution-based Training, although the variety of courses may limit the VTCs to

offer the best course fit to the needs. In such case, VTCs shall develop suitable training

program.

(3) Curriculum Development

Training curriculum requires careful consideration on various points, such as the target

level, and expected job /occupation based on the training program.

SCVTA is responsible for developing and approving training curricula for different groups.

SCVTA uses the two curriculum development methods, DACUM, and CUDBAS. They are

both effective job analysis tools and uses them for curriculum development.

Table 14 Curriculum development methods: DACUM and CUDBAS

DACUM19

DACUM stands for Developing a Curriculum (DACUM). It takes one or

two days to capture the major duties and related tasks, as well as, the

necessary knowledge, skills, and traits. This method provides a quick

and thorough analysis of any job, and the analysed information is

presented in a graphic chart. It also points out critical training needs

of workers.

CUDBAS20

CUDBAS stands for Curriculum Developing Based on Ability Structure.

It is a method to visualize the ability required to perform a job. Experts

of the trade write down the ability elements (knowledge, skills, and

attitude) required to perform a job, and then sort them out according

to the priority and importance. At the end of the workshop, there will

be a job analysis chart, an ability mapping chart, curriculum, etc. It

usually takes two-three days to complete all processes.

SCVTA’s technical affairs members received training on how to conduct the CUDBAS

workshop to develop vocational training curriculum from JICA’s experts21.

requirement, duration, place, training objective, training methods

Training curriculum: A document which indicates the training contents, subjects, sessions, order of learning

Instruction materials: Documents that facilitate the learning. Lesson plan (trainers’ plan of lesson which

indicate the points of training, necessary materials, key points etc), textbook, handouts, standard operating

procedure (SOP: a type of lesson plan specific for the practical class), video etc. 19 Dacum.org: http://www.dacum.org/

Training resource centre: https://facilitation.eku.edu/what-developing-curriculum-dacum 20 https://www.mhlw.go.jp/english/policy/employ-labour/human-resources/dl/GAIN.pdf 21 The officers of technical affairs developed in total 5 curricula, among them, 3 were done in collaboration

39

When opening a new course, the VTC may develop a curriculum if there is no training

standards or curriculum available from SCVTA that match to the training needs. SCVTA

issued the “Manual for Developing a Package of Short-Term Vocational Training Course”

(2018). This manual contains 6 formats useful to design details of the training course, (1)

training course plan (2) time schedule (3) lesson plan (4) standard operating procedure

(5) cost calculation and (6) evaluation sheet. It is expected that by filling all the necessary

information, VTCs can prepare a suitable training for the target group.

VTCs should submit the training course curriculum to the Standards Committee of SCVTA

for accreditation. (Details of the course accreditation procedure is explained in 6.1.7

Accreditation of training courses).

It is also important to recognize the fact that there is no standardized format for

curriculum in Sudan. Currently all curriculum accredited by SCVTA uses different format.

As long as the key information is available, there is no problem. However in consideration

of the user-friendliness for the trainers and also for the examiners, it is probably high

time to consider having standardized formats.

(4) Instructional Materials

Preparing the textbook is primarily the responsibility of SCVTA, especially for the national

certificate courses. SCVTA issued several textbooks and reference books for

apprenticeship diploma courses, but not covering all the subjects yet.

Table 15 List of Textbooks for 3 years Apprenticeship Diploma Course

Title Year Remarks

Technology (Basic Course) 2014

Textbooks for the basic course.

Prepared by the Technical Affairs

Trainers’ guide is also available.

Technical Drawing (Basic

Course) 2014 Ditto

Mathematics (Basic Course) 2014 Ditto

Technology for 1st and 2nd

years trainees 2021

Textbooks for the General Electricity

section.


Technical Drawing for 1st year

trainees 2014 Ditto

Mathematics for 1st year

trainees 2014 Ditto

Basics of Turning (Part 1 and

2) 2014

Textbooks for the Turning section.


Carpentry for 1st year trainees 2008 Textbooks for the Carpentry section.


with private companies, CTC Agricultural Company, Sudanese-Chinese Meter Company, and Dolphins

Plumbing Company. These activities was rather as a training of staff, than to develop curricula per-se.

40

Basics of Welding (Parts 1, 2

and 3) 2014 Ditto

Dairy Cow Production 2016

To be used in Sudanese Korean

Agricultural VTC. Prepared in

collaboration with and supported by

Korea Official International Cooperation

Agency (KOICA).

Modern Irrigation System 2016 Ditto

Technologies of Mechanical

Engineering for 1st and 2nd

year trainees

2016 Ditto

Tractor and Power

Transmission Devices for 1st

year trainees

2016 Ditto

Technical Drawing for 2nd

year trainees

2016 Ditto

Food Safety for 3rd year

trainees

2016 Ditto

Food Processing (1) - Bakery

and Practice

2016 Ditto

Poultry Production 2016 Ditto

Introduction to Food

Processing

2016 Ditto

Beef Production 2016 Ditto

Forages 2016 Ditto

Safety and Hygiene 2016 Ditto

AutoCAD 2016 Ditto

Sheep and Goat Production 2016 Ditto

Food Processing (2) 2016 Ditto

Food Processing (3) 2016 Ditto

Basics of Metalwork and

Electrical work 2020

Prepared for One Year Apprenticeship

Diploma by Technical Affairs in

collaboration with GIZ

Table 16 List of References for any VT courses

Title Year Remarks

Auto electricity 2013 Prepared for 3 months course with JICA

Engine 2013 Ditto

Fuel System 2013 Ditto

Training Manual (Automatic

Transmission)

2013 Translated by SCVTA

Training Manual (Gasoline

Engine)

2013 Ditto

41

Training Manual (Ignition

System)

2013 Ditto

Introduction to Technology 2017

Textbook of the first 4 months common

basic course of the 3 years diploma course

prepared by the Technical Affairs

Mathematics 2017 Ditto

Technical Drawing 2017 Ditto

Basics of Measurement 2017 Basics of measuring that can be used for

different courses.

Standard operating procedures

(SOP) for C-clamp 2017 C-clamp (composed of 9 job sheets)

SOP for pastries and bakery 2018 Doughnuts, chocolate cake, English cake,

petit-four, pizza

SOP for leather crafts 2018 Wallet,

SOP for meat products 2018 Burger, Meatball (Kofta), Sausage

SOP for Electronics 2018 Soldering and Soldering removal

SOP for general electricity 2019 Connecting bulb with one way switch

SOP for tractor fuel filter

change 2020

Fuel filter change of tractor developed

with CTC

SOP for Shower Installation

(plumbing) 2020 Shower Installation with Dolphin company

If the trainers cannot find the matching material from SCVTA, they shall find suitable

materials out of SCVTA or create their own. The “Manual for Developing a Package of

Short-Term Vocational Training Course” explain how to prepare lesson plans and

standard operating procedure (SOP), which support the trainers to deliver training.

There are also various resources in Arabic in addition to Sudanese. It is important to pay

attention to the language used, since there is different usage of words according to the

country and region.

Box 7: Reaching to the Information

Although available textbooks are limited in Sudan, there are various free textbooks

online documents and video resources available from the countries in the region such

as Jordan, Saudi Arabia, and Egypt. It is also quite effective to use the online tutorials

for training in this digitalized world. Note that some online materials are not officially

uploaded, and it is necessary to pay respect to the copyrights.

https://books-library.online/books.php?v=dar&g=&dar=172 (Arabic site)

(5) Developing Training Delivery Plan (Annual Operation Plan)

VTCs shall prepare an annual operation plan every year based on the training program.

The annual operation plan should be prepared considering various factors affecting the

training management such as religious holidays and seasons (cultivation time, rainy

https://www.google.com/search?client=firefox-b-d&sxsrf=ALeKk01XgDIalEdqJXrLos47aG9FrQ5Lew:1609399052300&q=chocolate+cake&spell=1&sa=X&ved=2ahUKEwioocHW1vftAhWD-6QKHU1-CLkQkeECKAB6BAgDEC0

https://books-library.online/books.php?v=dar&g=&dar=172

42

season, etc). Planning can help determine the allocation of training space, necessary

equipment, staff, etc.

For the 3-year diploma course, the academic year starts in September and it is divided

into 2 terms. On the other hand, the financial year of public institutions start from January.

This gap must be well considered when preparing the budget plan. The annual budget

plan (See for details, 5.2 Sources of Fund for Public Institutions) should reflect the annual

operation plan.

Yet in reality, an annual operation plan is often not developed, and the budget plan is

prepared based on the previous years’ budget proposal only.

3.2.2 Course Delivery Management (Do)

(1) Allocation of Necessary Resources

VTCs must allocate the essential resources to implement vocational training courses to

implement the annual operational plan.

① Human resources:

“Human recourses” means all VTC staff including administration staff, trainers, assistant

trainers and workers. To implement the plan, manager, trainer, assistant whoever

necessary must be assigned, and made available during the training period, without

overloading the task.

Details about recruitment, promotion, etc are explained in MODULE-4 HUMAN

RESOURCES MANAGEMENT.

② Finance

Quality vocational training cannot be achieved without appropriate finance. VTCs should

prepare a budget plan according to their annual operation plan. If the training is

organized using public funds, then the annual budgeting plan must be submitted to the

MOF/State MOF. If the training is conducted by private VTC or funded by external sources

such as Zakat Chamber, NGOs, or other development partners, necessary cost for raw

materials, human resources, and appropriate pricing for the use of the facility and

equipment should be calculated using the Regulation of Short Training Courses at

Vocational Training Centres (2001) and the “Manual for Developing a Package of Short-

Term Vocational Training Course (2018)”.

Details about VTC’s financial regulations are explained in MODULE-5 FINANCE SYSTEM.

③ Facility, equipment, and materials:

Using the appropriate training facility (workshop or classroom), functioning equipment

and raw material is the basis of conducting training.

First of all, the facility and equipment should be ready and well maintained at the VTC as

the centre is already accredited by SCVTA (in principle).

According to VTC Operation & Management Guideline, VTCs should prepare the

inventory including the information of item’s names with a serial number, price,

specifications, purchase year/month/date, supplier names, etc, and it should be updated

at least annually.

43

Reflecting the fact that vocational training is under-resourced, VTCs usually takes good

care of their equipment. It can be observed that the equipment purchased in the 1970s

are functioning in 2020. However, when the machine is broken and it entails cost to repair,

it seems often the case that machines are left as is.

Table 17 Reference for facility and equipment

Title Year Created by

Equipment maintenance guide 2013 JICA

Overall, it is well understood that the allocation of necessary resources is not always easy

given the austerity situation of the Sudanese government, who also face various

challenges in in its efforts toward democracy. Partnership is increasingly important in the

given circumstances.

Box 8: Cooperation with the private sector and local community

It is difficult for VTCs to prepare all necessary training facilities and equipment due to

the lack of finance. In such case it is highly recommended to cooperate with the private

sector and local communities. For example, VTCs utilize private sector facilities as a

part of the training, accept experienced trainers from the private sector, get a donation

like training materials, etc. VTCs can also collaborate with the local community in the

following areas: planning and implementing joint vocational training programmes with

various groups such as non-profit organizations, women’s unions, youth unions, etc.

Kassala VTC trainer provided training to the workers of Sudan Sugar Company in New

Halfa. Sudan Sugar Company generously provided some equipment from used

machines such as hydraulic devices. This kind of win-win relation is necessary to gain

cooperation. Some companies also are keen about fulfilling their corporate social

responsibility.

(2) Trainee Management

① Trainee Enrolment Process

One of the critical factors for successful training is well-informed and prepared trainees.

Proper advertisement and clear explanation of the skills that can be obtained through

the training is indispensable to achieve high completion rate and employment after the

training.

For the apprenticeship diploma course, SCVTA prepares and distributes a booklet the

prospects. Then VTCs must follow the Guideline of Admission to Apprenticeship Diploma

Program set by SCVTA and conduct screening of application documents and conduct

admission examination and interview.

There is no standardized procedure for the other training courses.

Box 9: Importance of Briefing of VT course before starting

JICA with Technical Secondary School in Darfur states organized 6 months training for

beginners of welding, electricity and automotive repair in 2015 (1st batch) and 2016

(2nd batch).

44

Some of the first batch trainees left in the middle of the training. After interview, it was

understood that some felt mismatched after joining the course.

For the 2nd batch, the technical secondary school and the JICA team decided to add an

introductory session for applicants. The applicants were explained about the contents,

expected job after the course, future career opportunities, IPT period, and required

condition as candidates. Those who find it reasonable remained and applied to the

training course.

There were no dropouts and the teachers found the training went smoothly compared

to the previous batch.

② Trainee’s Monitoring: Attendance & Learning

VTCs shall monitor and keep record of the trainees’ learning during the training period

from introduction, daily attendance, periodic progress assessment, course evaluation and

employment situation after the course.

There is a schedule of examinations (progression and diploma exam) for the

apprenticeship diploma course set by SCVTA. Other shorter-term training courses

usually do not have mandatory examinations, but it is recommended to conduct some

quiz during the course period to understand what trainees find difficult to understand.

③ Monitoring of the Work-Based Training (In-Plant Training)

Off-site training at the workplace (IPT or apprenticeship) is required during the

apprenticeship diploma course. The advantages of this off-site training are that trainees

can gain valuable work experience, explore a career path, get job market information,

develop skills, build a professional network, and foster working attitude. On the other

hand, it is difficult to monitor or evaluate how the trainees are learning. IPT manual (2021)

instruct trainees to keep training record according to their daily work to enhance

monitoring of IPT aiming at improving the effectiveness of IPT.

Some private VTC and federal VTC are already implementing such monitoring

mechanism. The IPT manual is developed adopting such practice of the VTCs.

④ Guidance to Trainees

Trainees, especially in the initial training and the retraining for youth may need guidance

as they have little experience in the world of work, and maybe did not join VTC as his or

her first choice. Explanation about the course such as training objective, content, its rules,

class environment, etc should be considered at induction stage. These explanations can

increase trainees’ motivation and readiness to learn. Then, after the course, it is important

to build good relationships between trainers and trainees through frequent

communication with trainees.

Furthermore, there are various activities that can heighten the motivation of trainees. A

study tour to private companies may help deepening their understanding of work.

Trainer and trainee’s one-on-one consultation is also effective to increase trainee’s

motivation toward training. These supports can prevent their long-time absence and

dropout. A handbook of “Teaching Methods for Motivation and Self-Esteem” explains

more details of the effective teaching methods.

45

⑤ Extracurricular Activities

According to the VTC Operation & Management Guideline, extracurricular activities for

the apprenticeship diploma course should be prepared. The time the young trainees (age

between 15-20 at entry) spend in VTC is a critical period for them to gain skills in the

world of work and the society. Employability is not about the skills and knowledge, but

attitude, communication skills, cooperativeness are equally regarded as key

characteristics for finding a job. The different extra-curricular activities can be found in

Sudan, such as Kaizen22& cleaning activities (Kosti VTC).

⑥ Career Guidance

According to the VTC Operation & Management Guideline, a VTC Director appoints full-

time staff(s) in charge of career guidance and job placement assistance. The career

guidance and job placement officer engage in the following services:

- Promoting activities that will enhance the employability of trainees

- Addressing/responding to the employment needs of trainees and graduates

- Institutionalizing linkages with employment agencies (e.g. labour office) and

companies

- Other activities related to career guidance and job placement in and out of VTC

Although stipulated in the guideline, there seems to be no VTC that has an officer

designated for this post. There was an attempt to promote the work of the IPT office of

Khartoum 2 VTC in 2009 through training of the officer in charge and providing him with

a computer in order to connect the graduates with the industrial institutions

In addition to the career guidance by VTCs, other organizations also conduct career

guidance for trainees and graduates this include the Labour Office. Web-based job

matching system can be a useful tool, such as Sudan Job and Orooma whose websites

serve as an online recruitment platform for the young job seekers to find jobs and provide

some articles written by national experts that help youth in marketing themselves and

increase their chance of getting jobs. These sites also represent an efficient platform for

companies to advertise their vacant posts.

Even if the VTCs do not have its own resource, it is possible to engage the partners who

are supporting the job placement as their main business.

Box 10: Job matching platform in Kassala and Gedaref (GIZ - shogol.gov.sd)

A job matching platform is developed on request of State of Kassala and Gedaref to

ease the matching between job seekers and employers. The website:

www.shogol.gov.sd has been handed over to Gedaref the Ministry of Finance under

IT department. It is managed by both Kassala and Gedaref. Department of Labour as

well as VTCs have major role to facilitate the use.

⑦ Safety Supervision

In addition to the monitoring, safety supervision is also important for VTCs because

trainees use various tools and machines with a high risk of injury. According to the VTC

22 Kaizen is a business philosophy of continuous improvement of working practices, personal efficiency,

etc, started in Japan. https://www.kaizen.com/

http://www.shogol.gov.sd/

46

Operation & Management Guideline, the VTC director shall formulate a health and safety

manual to secure the safety of trainees and VTC staff. Also, the director shall appoint a

health and safety supervisor who patrols training workshops regularly to identify the risk.

This supervisor also engages in the survey on the health and safety environment in VTCs,

prepares health and safety management plans, and implements and evaluates it.

3.2.3 Monitoring and Evaluation (Check)

(1) Monitoring Course Progress

The purpose of the monitoring course is to assess the quality and suitability of a course.

The monitoring focuses on both a whole course as well as its parts such as student

enrolments, curriculum hours, drop-out rates, etc. Therefore, all VTC staff needs to have

monitoring knowledge and conduct it.

(2) Diploma Examination and Certification

To evaluate the learning achievements of diploma course trainees, they must take the

diploma examination conducted by VTCs. Using the registration form, the VTCs can

register the trainees who meet the attendance condition and pay exam fees. Also, VTCs

prepare examination rooms considering the distance between the trainees, and trainers

monitor the examination to avoid any examination injustice.

The administration office collects an examination result and grants a diploma certificate

according to the indicators, which are set by the monitoring and evaluation committee.

More details are explained in the Regulation of Organizing Apprenticeship Diploma

Examination for Vocational Training Centres and the Guideline of Apprenticeship

Diploma Exam for VTCs.

For promotion of vocational training services in the community, it would be quite useful

that VTCs organize graduation ceremonies to be attended by parents, graduates’ families,

government senior officials and community leaders on annual basis.

Table 18 Regulations and guidelines about vocational training implementation

Title Year Overview

Regulation of Organizing

Apprenticeship Diploma

Examination for Vocational

Training Centres

2005

This regulation explains the ways to organize

the national apprenticeship diploma exam,

such as the process of registration, the

preparation, and the implementation of the

examination.

Guideline of Apprenticeship

Diploma Exam for VTCs 2011

This guideline mentions the curricula of the

apprenticeship diploma examination and

explains the examination preparation.

(3) Course Evaluation

The purpose of the course evaluation is to assess the quality and suitability of a course.

The evaluation by VTC and each section can focus on a whole course or aspects of it,

such as course design, teaching and learning process, trainee’s skills assessment, course

delivery, cost efficiency, employment rate, and feedback from stakeholders, etc.

47

It is very important to know the employment rate, or destination after training. But this

aspect is completely missing currently. It may be that such tracer study was not effectively

conducted because the trainees do not start working immediately but attend national

service 23 . However, the importance should not be neglected as to evaluate the

effectiveness of the training and to be accountable for the public expenditure24.

After conducting the course evaluation, the public VTCs submit the performance report

to the responsible state ministry and/or SCVTA. The evaluation of the VTC training activity

should be done during the training year.

23 In 2020, completion of the national service is no longer a condition to obtain a job 24 ILO conducted a tracer study for the technical secondary school and VTC graduates in 2016, and JICA

conducted tracer study for the short course graduates.

48

MODULE-4 HUMAN RESOURCES MANAGEMENT

4.1 Regulatory Environment for Human Resources in Vocational

Training Human resources is one of the key elements for successful vocational training. Job posts

of SCVTA and VTC’s staff are determined by Job Description and Skeleton Hierarchy

(2001). The Civil Service Framework Act of 2018 applies to the Federal and State officers

including SCVTA, StCVTA, and public VTCs. This Act describes the general conditions for

public servants and set rules for such as staff promotion, transfer, and service termination

among others.

4.2 Staff Composition 4.2.1 Staff Composition in SCVTA

Staff composition of SCVTA and overall roles of each directorate is explained in 1.4.2 The

Roles and Responsibilities of SCVTA.

4.2.2 Staff Composition in VTC

Staff composition in the public VTCs is also guided by the “Job Description and Skeleton

Hierarchy (2001)”. Private VTCs are recommended to follow a similar structure, but not

obligation to adopt the whole. The following table shows an overview of the VTC staff.

Table 19 VTC staff overview

Category Title Major responsibility as in the job description

Senior Manager Director Director of VTCs’ is responsible for overall VTC’s

operation and management, which includes

supervision of the preparation and

implementation of the VTC’s annual plan and

budget, regular reporting to SCVTA, staff

management, etc.

Assistant

Director of

Administration

In charge of supervising all administrative issues,

such as budget proposal, resource management

including finance, facility, human resource, etc.

Assistant

Director of

Training

Programs

Responsible for the technical supervision of all

training programs including industrial guide,

trade tests, registration, budget preparation of

the training programs, etc.

Assistant

Director of

Investment

In charge of productive training. This include

supervision of marketing, implementation of

productive training, and renting the VTC

equipment, facilities.

Technical Staff Head of

Section

In charge of preparing the section budget based

on the approved plan the VTC, following up the

section training plan, guiding the trainers to

49

improve the performance, etc.

Trainer Trainers implement the training program. The

task includes preparing training materials and

equipment, teaching practical and theoretical

classes, supervising the trainees, arranging and

maintaining equipment of the section, etc.

Non-Technical

Staff

Supply Officer Work under the supervision of the Assistant

Director of finance and administration. In charge

of procurement and storing, preparing the VTC

budget focusing on chapter2, carrying out annual

inventory confirmation.

Supervisor Work under the supervision of the Assistant

Director of finance and administration. Supervise

the daily office work, checking the attendance of

the VTC staff, keep the documents issued, etc.

Marketing

Officer

Work under the supervision of the Assistant

Director of Investment. In charge of market

surveys, promoting VTC productive work, etc.

Investment

and

Production

Officer

Work under the supervision of the Assistant

Director of Investment. In charge of following up

on the VTC products, keeping records of the

productive work, etc.

Registrar and

his Assistant

(Trainees

Affairs Officer)

Work under the supervision of Assistant Director

of Training Programs. In charge of registration of

the apprentices and other trainees, keeping the

records of trainee’s exam results, solving

students’ problems, etc.

Trainees

Activities

Supervisor

Work under the supervision of Registrar. Plan and

supervise extracurricular activities such as sports,

cultural and social activities of trainees.

Industrial

Guide


of Training Programs. Responsible to coordinate

the in-plant training, which include distribution of

trainees to the IPT host companies,

communication with the industry, follow-up of

the trainees during the IPT period, etc.

Head of Trade

Tests


of Training Programs. Head of trade tests is in

charge of supervising the trade tests in

coordination with the sections, keeping records

of the applicants and their results.

50

4.3 Institution for Training of Trainers and Supervisors Vocational Training and Apprenticeship Act (2001) indicates that SCVTA is responsible

for preparing and approving of training curricula for trainers and supervisors. SCVTA

established the Institute for Training of Trainers and Supervisors (ITTS) which is under the

direct supervision of the SG-SCVTA.

Name Institute for Training of Trainers and Supervisors

Year established Established in 1987 in Medani, Gezira state and moved to current

place in 1991. Later, after the enactment of the Vocational

Training and Apprenticeship Act (2001), the institute was

renamed in 2003.

Location Within the premises of Friendship VTC in Omdurman

Governed by SCVTA

Targeted trainees VTCs’ trainers, technical staff of companies who supervise the

apprentices

Major training

courses

1. Basic of Pedagogy (120 hours)

2. Advanced Pedagogy

3. Specialized technical courses

Basic pedagogy is conducted annually as regular course, the

rest are on demand.

Number of staff 6 staffs: Director, Deputy Director, Assistant Director for Training

Programs, Assistant Director for Admin. and Finance, Registrar

and Librarian.

Currently ITTS does not function as it is expected: only “basics of pedagogy” is conducted

for the Federal VTC/SCVTA’s recruit annually. It is partially due to finance and structural

solutions (including financial autonomy and trainers license system etc).

Other than ITTS, there is “Sudanese-Turkish Training Centre for Trainers” that was

established under the Khartoum State’s SCHDL in 2013 supported by the Turkish

Government.

Name Sudanese-Turkish Training Centre for Trainers

Year established 2013, supported by the Turkish government

Location Halfaya, Khartoum North

Governed by SCHDL, and it is responsible for securing the budget

Targeted trainees VTCs’ trainers, technical staff of companies and students of

engineering colleges

Major training

courses

Specialized courses in the following areas:

- Electronics

- Carpentry

- Hotel & Tourism

- Refrigeration & Air condition

- CNC and Manual turning machines

51

- Mechatronic

- ICT Sector

- General electricity

- Sheet metal &welding

- Dressing and sewing

There are 2 sections under construction now (agricultural

machinery and solar energy). Currently some universities,

adopting basic training named “zero training”, are sending their

students to take the training in the centre.

Number of staff Academic: 24

Administrative: 8

Skilled worker: 11

Workers: 6

National Council for Training (NCT)

The National Council for Training (NCT) is an independent national governmental

authority chaired by the Minister of Labour and Social Development. The NCT is

responsible for the training of public servants including staff of SCVTA and public VTCs.

The NCT prepares the annual national training plan after collecting and approving the

training plans of all the governmental institutions and the states. The National Training

Act considers the capacity building of governmental sector, private sector and civil

society organization. In reality, however, the NCT focuses on the governmental sector.

NCT shares the information on available training courses inside and outside Sudan with

all governmental units including SCVTA. It is necessary to receive the NCT’s approval if

the training course is outside of Sudan, regulated by the presidential decree issued in

2006.

4.4 Staff Management at VTC

4.4.1 Basic Information for Staff Management at VTC

Staff management shall follow the VTC Operation & Management Guideline which

indicates the necessity of preparing the human resources development plan and keeping

staff record. These documents shall serve as basic information for staff management at

VTC.

Human resources

development plan

Human resources development plan should include the

number of required staff by department and section,

necessary staff training, etc.

Staff record A staff record should be prepared including the basic

information, such as name, sex, date of birth, date of joining

the VTC, educational qualification, work experience,

qualification/license, training history, leave and absence

record, etc.

52

4.4.2 Recruitment, Selection and Appointment Processes at VTC

Some posts in public vocational training administration are political assignments listed

below:

Federal government appoints the Secretary General of SCVTA

State government appoints the Secretary General of StCVTA

State government appoints the Director of the State VTCs25

For other staff selection, it follows the National Civil Service Regulation (2007).

The Secretary-General of SCVTA informs the National Civil Service Selection

Committee on the necessary posts of federal VTCs and shares its requirement,

such as a grade of the post, required qualifications, and job description of the

requested posts.

At the State level, a VTC director communicates with the supervising authority

of the State VTC and informs the State Civil Service Committee on the post.

Selection criteria and selection procedures are determined by the National Civil

Service Selection Committee in coordination with SCVTA and responsible

authority of State VTCs.

VTCs have to secure a necessary number of staff, according to the training courses and

its related services. The principles and conditions for establishing vocational training and

apprenticeship centres (2001) suggest the ideal ratio of trainees/trainer to be 16:1.

SCVTA and federal VTCs follows the National Civil Service Regulation of 2007 in any

recruitment process, on the other hand, other public VTCs under state government have

state specific regulations on civil service.

State government follows their state specific acts and regulations. As an example, the

White Nile State has its public service act and regulation. Below is one example of the

recruitment process which the Kosti VTC follows when recruiting new staff:

The director of VTC shares the qualifications requirement of the post with the

Director General of the State Ministry of Finance (DG-SMOF).

The DG-SMOF writes a letter to the DG of Public Service Chamber in the State

to check the availability of the post in the governmental structure, and to

approve the post if there isn’t.

After the approval of the post, the DG of Public Service Chamber requests the

director of the Recruitment Committee to announce the job with the

qualifications.

The Recruitment Committee takes care of all selection procedures throughout including

interviews and written tests if any.

On the point of recruitment, current Job Description and Skeleton Hierarchy (2001)

only indicates the grade but does not explain required qualifications including

educational attainment. This point must be considered carefully especially when it

25 The Director of a federal VTC is assigned by the Secretary General of SCVTA.

53

comes to trainers’ recruitment, so as not to recruit persons without necessary

qualifications and experience. The qualifications of trainers currently working in VTCs

vary, with some graduating from VTCs (holding an apprenticeship diploma), some from

technical colleges (holding a technical diploma) and others from universities (holding a

bachelor's degree).

4.4.3 Staff training

Currently there is no certification or licence, nor prerequisite training to become a trainer.

Therefore, there are no structured or systematic trainings for the trainers except indicated

in the section “4.3 Training Institution for Trainers”.

Staff training of SCVTA and Federal VTC

SCVTA established the Directorate of Administrative Development and Quality (former

Training Directorate) in accordance with the Act of National Training (2004). The

Directorate of Administrative Development & Quality of SCVTA is the focal point of staff

training at SCVTA and Federal VTC, and it is under direct supervision of the Secretary

General.

Based on the Act of National Training, this directorate prepares the annual training plan

for the staff of SCVTA and federal VTCs, monitor the implementation of the training plan,

and keep the records of required training. SCVTA submits the annual training plan to the

NCT. NCT informs SCVTA when the requested training (especially managerial and

common skills (such as PC and English) training) is prepared by NCT. But it is not clear

which training course will be implemented in the year since it is depending on the

available cash flow of NCT.

The regular basic pedagogy training course is organized at ITTS for the newly recruited

staff once a year. Other TOT courses are on a request basis, mainly due to the lack of the

budget disbursement from MOF. According to ITTS and SCVTA, most of the training

contents are the management related topics such as organizational management for DGs,

the Directors of SCVTA, and the Directors of federal VTCs.

SCVTA sometimes organize technical training for their staff as internal effort. Such

training is usually organized by the unit of Admin. Development and Quality.

Box 11: Training of Trainers by Private Company

SCVTA try to fill the skills gap of the trainers, especially when the skills upgrading is

difficult within their own resources, by consulting private companies.

Some friendly companies like DAL group and Yarmouk Industrial Complex accept the

VTC trainers to train in the company for a certain period, it is sometimes long as 3

months.

For example, trainers from Federal VTCs have been trained in Yarmouk Industrial

Complex about using CNC machines while others from women skills development

section have been trained by DAL group in the field of bakery.

54

This kind of cooperation functions on ad-hoc basis; not guaranteed as regular

collaboration.

Staff training of StCVTA and State VTC

Each State has its act or regulation for training of civil servants. The Training Directorate

of State 26 is responsible for determining the training needs of different state

governmental units, preparing the state’s annual training plan, following up on the

implementation of the plan, and coordinating with NTC.

State VTC staff can participate in the training courses inside or outside Sudan, through

the states’ Training Directorates in coordination with NTC. However, because of the lack

of resources, training opportunities for the state VTC staff is scarce. State VTCs often rely

on the development partners to provide staff training chances.

SCVTA occasionally offers such opportunities to the states VTC staff, as SCVTA does not

have mandate to provide training to the state governments’ public servants directly.

Box 12: Internal training -staff to staff

Due to limited training opportunities, some VTCs organize an internal training session

for their staff and trainers. In Kosti, this exercise had started. When there is any trainer

who takes the opportunity to attend a training, he or she will be requested to transfer

the skills and knowledge obtained through the training to his/her colleagues. It

happens as voluntary action and therefore to make such internal training sustainable,

strong commitment and support (encouragement) from the management is

indispensable.

Private VTC

Private VTCs are responsible for their staff training. SCVTA sometimes offers seats for

pedagogy basic courses for their new staff. However, it is often the case that the private

VTCs recruit well-experienced staff, who are retired trainers of public VTCs.

4.4.4 Staff remuneration

Public servants’ remuneration (salary, bonuses, allowances, and incentives) is regulated

by the civil service regulations. SCVTA and federal VTCs follow the National Civil Service

Regulation (2007), while the states government and state VTCs follow the regulations of

their respective states.

The unified wage scheme27 was applied to all public servants including VTC nation-wide,

starting from April 2020. This unified wage determined the minimum wage at 3,000 SDG

per month (data of October 2020). The actual remuneration varies based on their grades

and performance appraisal. The salaries of the public servants are determined by the

Chamber of National Civil Service Affairs28.

26 The Training Directorate of State’s terms of references is determined by state law. This directorate is

playing the same roles of NTC but at the State level. 27 It is a wage scheme applied to all governmental institutions. Officers in the same grade should receive

same salary in any governmental institutions. 28 The Chamber deals with public service affairs at the federal and state levels. It defines the functional

levels of the organizational structures of federal and state units. It implements the decisions of

55

Other than ordinary renumeration, there are incentives provided to the staff by

participating in activities that generate income to SCVTA and VTCs.

appointment, reappointment, and promotion of all ranks at the federal level. Monitoring the

implementation of the national civil service policies, systems, laws, regulations and procedures at the

national level. Maintaining records for all employees of the national civil service that contain proved basic

information.

56

Regulation of Productive Training at VTCs explains the details of how to calculate the

cost for productive training by SCVTA and VTCs staff. However, it is important to note

that the governmental regulations do not authorise SCVTA and the federal VTCs to access

the generated income. (further detail is explained in the Module 5. Finance System)

4.4.5 Staff Performance Appraisal and Promotion

(1) Appraisal Reports and Evaluation

Staff appraisal at public institutions including SCVTA, state government, federal VTCs,

and state VTCs is governed by the Civil Service Framework Act of 2018. The Chamber of

National Civil Service Affairs prepares the “performance report forms” for all public

servants in the country.

SCVTA and public VTCs receive these forms annually. SCVTA, state government, and all

public VTCs including federal and states’ VTCs prepare a regular performance report of

their staff by filling in the forms. The Secretary General of SCVTA, the Secretary General

of state government, the heads of the ministries and other governmental offices

responsible for the states’ VTCs form a promotion committee, which revises the regular

performance reports before final approval.

VTCs under technical colleges follow the regulation of the MoHE.

(2) Promotion

Staff promotion is determined based on the educational attainment and the years of

experience according to the Civil Servants Grade System (See Table 25 in Module 6). The

Civil Service Framework Act of 2018 explains that governmental regulations and the

state’s act should determine the ways to evaluate the staff’s capacity and according to

the conditions of the post and the situation of the state.

A promotion committee is set up for any promotion process within the institution. The

regulations and the state’s act determine the terms of reference (TOR) and procedures

of these committees. The promotion committee creates a report explaining the reasons

for staff promotion.

The National Civil Service Regulation (2007) put the responsible authorities at the federal

level and their roles are as follows:

• The Council of Ministers (Cabinet) approves the promotion from Grade 3 and

above including Director Generals and directors of SCVTA, and the directors of

VTCs.

• The Minister of Labour getting the recommendation of the Secretary General of

SCVTA approves the promotion for Grades 4, 5, and 6.

• Secretary General of SCVTA approves the promotion for Grade 7 and below.

At the States level, Ministers or heads of governmental offices approve the promotion of

states’ VTC staff.

The staff of VTC under technical colleges is following the promotion regulation of the

Ministry of Higher Education. According to the promotion regulation, a staff with a

technical diploma certificate (2-3 years college education) cannot go beyond the grade

57

of “senior teachers” which is equivalent to the grade 3 in the civil servant grade system

in Sudan.

58

MODULE-5 FINANCE SYSTEM

5.1 Overview of Current Finance System for the Public VT

Services

Sudan’s public vocational training services are provided directly by the public VTCs, and

there is no subsidy or funding scheme to incentivize the other private entities to join the

provision of vocational training. In Sudan, therefore, the financing system of public

vocational training service covers only the public VTCs.

The funding for the Public VTCs comes from four main sources: public budget, tuition

fee, other income generation like production, and grants and loans from both

international and domestic partners.

5.2 Sources of Fund for Public Institutions 5.2.1 Public Budget

The public budget is composed of three chapters according to the purpose of

expenditure. The following table explains each chapter’s items.

Table 20 Chapters of public budget

Chapter 1:

Human resource

- Salary

- Social insurance

- Housing allowance

Chapter 2:

Operational budget

- Electricity

- Raw materials for training

- Fuel for official cars

- Machine/equipment repair

- Facility maintenance

Chapter 3:

Development budget

- Development of new facilities

- Local component for the projects funded by

development partners

Salary is determined by the public servants’ regulation, therefore the budget for chapter

1 is almost automatically determined. For chapter 2 and chapter 3, each VTC under public

authority must prepare the budget according to the centre’s needs. The General

Secretariat prepares the budget for federal centers according to the actual needs of the

centers and their various activities.

The fiscal year of public VTCs starts in January, and the budget proposal is usually

prepared from August.

The official process of the budget is as follows:

• The Federal Ministry of Finance (FMOF) send a “Circular for preparing fiscal year

budget proposals” to all public institutions including SCVTA. The circular covers

the following points:

59

- General objectives of the budget.

- Methodology for preparing budget proposals.

- General controls for estimating revenues and expenditures.

• All necessary budget formats to be submitted to the FMOF is sent to SCVTA (on

a CD).

• Secretary General of SCVTA forms committees to prepare each chapter of the

budget using the above format.

• The prepared budget is submitted to the FMOF.

• The FMOF will call for a meeting with SCVTA to discuss their proposed budget

before approval.

On the other hand, a typical budgeting process in public VTCs is illustrated in the figure

below.

Figure 11 Budget flow

This gap between the official and typical budget process may be attributed to the

uncertainty of the actual disbursement. It is usually the case in governmental institutions

that the actual disbursement does not follow the approved budget, but a fixed amount

is paid every month. In some states, VTCs are authorized to utilize the generated income

at its discretion, but no chapter 2 budget is disbursed from the state government.

Chapter 3 budget is usually on-demand basis, and quite often approval is required

through tough negotiation.

Ideally, the budget should be determined according to the plan for the coming year. Each

VTC should have its strategic plan and its annual operation plan with the target number

of training courses and trainees. These plans will help VTCs to calculate the budget.

However, the planning practice is hardly observed in any VTC in Sudan.

SCVTA/Public VTCｓ

Prepare budget based on

the last years one,

considering inflation

Submit budget to

the Ministry of Finance

Approve budget

by the Mistry of Finance

Ministry of Finance

60

Box 13: Budget Approval Process in Jordan

Jordan’s vocational training system is similar to that of Sudan, especially the

governmental structure. Jordan Vocational Training Corporation is the governmental

institution that oversees the vocational training in the country. There are regional

centres under the Vocational Training Corporation, which oversees the vocational

training institutions in the region. The budget development process is illustrated as

follows:

5.2.2 Tuition fee

The tuition fee for the training course is the core and constant income source for public

VTCs. In addition, the fee of unified apprenticeship diploma examinations is also another

income source. The related authorities suggest the tuition fee considering the revenue

budget raised by the MOF. The legislative council finally approves the compiled budget.

All the tuition fees that public institutions set are determined through the legislative

council which is organized once a year. The legislative council happens at both federal

and state levels. College owned VTCs have separate fee setting system. As a result, the

fees for the services and treatment of the fee income vary depending on the local

government rules and regulations.

Table 21 Tuition Fees of Public VTCs

VTC type Fee decision The receiver of the training fee

Federal VTCs SCVTA suggests the fee

to the Ministry of Finance

that determines the fees

through Cabinet decision.

Entrants pay the training fee to the bank

account of the Ministry of Finance, and

SCVTA does not have access to the

account. The Ministry of Finance utilizes

this account to pay off the public budget.

State VTCs VTCs suggest the new fee

every year to the State

Ministry of Finance.

Annual legislative council

meeting (usually January)

determines the fee.

Entrants pay the training fee to the bank

account of the State Ministry of Finance.

In some states, VTC does not have access

to the account. The Ministry of Finance

utilizes this account to pay off the public

budget. But in some states, the State

Ministry of Finance authorizes VTCs to

access the account.

College-

owned VTCs

College board members

decide the fee. The fee is

not uniform among the

college owned VTCs.

The fee is paid to the college’s bank

account directly and used by the colleges.

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5.2.3 Income through Services and Production

There are several methods of income generation by SCVTA and VTCs. When the

government budget is limited, SCVTA and VTCs are expected to proactively seek various

income sources to ensure that a training service is available for the people in need. The

income generation measures are explained below:

- Training service fee: Besides the VTC’s regular courses, VTCs are often

contracted by external partners, such as by local NGOs or governmental

institutions to provide training services. Participants pay fee to join the courses.

- Trade Test fee: it is also a stable income source of public VTCs. Trade Test fee

is also determined in the same way as the training service fee; thus, it varies

depending on the VTC.

- Production: it is one of the key income generation activities utilizing the staff’s

skills and equipment already available in the VTCs. There is even the “Guideline

for Productive Training”, which facilitates the implementation of productive

training for generating income. It has been proposed as a mean of reducing the

financial burden of the government and enabling the VTCs to develop some

additional financial resources for sustainability. However, the productive training

should be handled carefully without compromising the goal of the VTCs as

technical training and educational institutions and the goal of income

generation and financial sustainability.

- Rental service: There is a possibility of renting facilities and spaces for external

parties. For example, classrooms can be rented to a private group that intends

to have a group meeting or seminars. Whether VTCs can rent space or not

depends on the regulations of the property owners.

5.2.4 External funds (private sector, development partners, etc)

External funds have been the key input for the vocational training in Sudan, especially

when it comes to establishment and rehabilitation of the VTC. Many VTCs are established

by the donors' funding, evident from the VTC’s name such as Sudanese Korean VTC and

Friendship VTC.

SCVTA agreed in 2019 with a private company to rehabilitate the Khartoum-3 VTC

(federal VTC) that has not been renovated / invested since its establishment.

5.3 Financial Autonomy As observed in the previous section, public VTCs have various income sources other than

the public budget. However, autonomy over the generated income varies from one VTC

to another.

5.3.1 SCVTA and Federal VTCs

Being federal institutions, SCVTA and federal VTCs must deposit their generated income

to the account of the MOF based on federal regulations. Such income comes from various

sources such as training fees and productive work. However, SCVTA does not have the

financial autonomy to use this money.

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5.3.2 State VTCs

Each state VTC has its arrangement with the State MOF to deal with generated income.

Some VTCs cannot use it but others can fully use it. The below table shows the sample

of VTC’s situation.

Table 22 VTC’s access to generated income

Access Details State VTC

No access to

generated

income

Deposit to the State MOF account; access only on a

request basis. There is no guarantee that the fund will

be released.

Kassala VTC

in Kassala

Able to access

by some degree

Some percentage of generated income is deposited to

the affiliated ministries and the remaining can be used

by the VTC.

EL Obeid

VTC in

North

Kordofan

Full access Income is deposited to the VTC’s account and can

access to it upon the approval by the meeting of the

VTC administrative council as well as an accounting

office of the VTC.

Kosti VTC in

White Nile

5.3.3 College affiliated VTCs

For all VTCs under the technical college, their income is directed to the individual

technical college’s bank account that is not managed by the MOF. The Source of income

is as follows:

Tuition fees of apprenticeship diploma trainees

Short training course fees including “zero training” provided for 1st-year

students of engineering colleges (Bachelor level).

Trade test fees (varies by each VTC).

The VTCs under technical college follow the financial regulation issued by the Ministry of

Higher Education for Sudan Technological University in 2018. The regulation determines

the share of the income resulted from trade tests and short training courses among the

implementing section, steering of VTC, and overhead cost for administrative staff.

5.4 Financial Management and Audit Public institutions are obliged to keep all its account information recorded, and to

disclose information whenever requested for its transparency and accountability by the

MOF and SMOF.

5.4.1 Audit System

There are two types of Audit System in Sudan

(1) Internal Audit

The internal auditor is sent from the ministry of finance to be located at the government

institution to control the daily disbursement of the approved budget. All the payment

63

should be checked and approved by the interior auditor him. He advises the SG and

report to the ministry of finance.

(2) General Audit

The general audit is an independent authority and responsible for auditing all the

governmental institutions, ministries, and embassies of Sudan outside the country. The

general auditor visits once a year to audit the financial and administrative system of the

institution, and make sure that no corruption and the disbursement of the approved

budget is correct and following the government financial regulation.

5.5 Future Funding Scheme Despite the importance of training of workers for Sudan’s development, its service

providers are still quite limited, and the current funding scheme is not enough to boost

the access to the quality of VT services.

Recently, the MOF agreed that SCVTA establishes a national vocational training fund.

the MOF is expecting SCVTA to present a detailed fund proposal.

There are different funding schemes adopted in other countries. It is worth considering

adopting a suitable scheme for Sudan to ensure sustainable provision of vocational

training service. Such a scheme should consider local factors exerting great influence on

the functioning of any funding scheme. Factors such as inflation, weak social dialogue,

large informal economy, limited transparency of centralised fund management, etc.

64

Box 14: Example TVET Financing

Levy from Workers -Brazil SENAI

In Brazil, private corporations directly linked to employers’ organizations, namely

SENAI and SENAC, are the main providers of vocational training services. SENAI and

SENAC VTCs are financed by a compulsory levy from the company’s salary. In return

for their contribution, they receive free training and upgrading courses provided by

these VTCs. SENAI and SENAC VTCs are known for providing good quality of training.

The salary levy is supporting different training programs introduced by VTCs, such as

apprenticeship, middle-level technical courses, adults’ continuous education, and

training of unemployed and disadvantaged groups. Short-term training receives little

financial coverage from levies.

Co-financing agreement is another effective system in Brazil. It is a proven contract

between VTCs and enterprises so that employers have direct relationships with VTCs

to implement enterprise-based training using some proportion of the levy. The

agreement has two types that the first one (exemption agreement) is applied primarily

at leading foreign corporations in Brazil and the other (technical and financial

cooperation agreement) is more appropriate for on-the-job training and short training

courses. Under both agreements, companies offer technical assistance for developing

and implementing training programs by SENAI.

Both VTCs and companies can get benefits from co-financing agreements. Recently

companies started investing massively in on-the-job training concentrating on

technological and job safety in addition to increased investment in basic education.

On the other hand, the agreement guarantees a direct flow of funds between the

companies and VTCs without government intervention. Year after year, the number of

participating companies have increased, and the proportion of VTCs’ budget from their

direct contribution have been steadily growing. The agreements face some challenges

as being impaired by the perception of employers that low-skilled workers can be

easily recruited on the market.

65

MODULE-6 QUALIFICATIONS AND QUALITY ASSURANCE

6.1 Qualification System Sudan’s qualification system is still in its development stage. However, it is very important

for Sudanese youth as it helps the workers to show their skills, knowledge, and attitude

for the labour market

6.1.1 National Qualification Framework

Sudan has not introduced a National Qualification Framework (NQF) yet, but it is in the

preparation process. SCVTA in collaboration with other concerned TVET institutions such

as the Ministry of Education and the Ministry of Higher Education is working on Sudan’s

unified NQF supported by UNESCO. It is expected to be prepared by 2021.

Introduction of the NQF and Regional Qualification Framework (RQF) has rapidly become

a common practice in the world in the last decades 29 . Qualifications Framework is

explained as follows:

Qualifications Framework is an instrument for the development, classification/

recognition of skills, knowledge, and competencies along a continuum of agreed

levels. It is a way of structuring existing and new qualifications, which are defined by

learning outcomes, i.e. clear statements of what the learner must know or be able to

do whether learned in a classroom, on-the-job or less formally. The Qualifications

Framework indicates the comparability of different qualifications and how one can

progress from one level to another, within and across occupations or industrial sectors,

and even across vocational and academic fields if the NQF is designed to include both

vocational and academic qualifications in a single framework.

Ron Tuck (2007), ILO

As the above explanation indicates, it can be a key tool to facilitate Sudanese citizens to

obtain recognition for their acquired skills and pursue their career path. It is also essential

to develop a system for NQF to be utilized for the end purpose, such as institutional

arrangement and management of information among others.

Furthermore, for the implementation of the NQF system, there is a need for a strong

commitment by the government including coordination among the stakeholders,

resource allocation such as office with ICT equipment, personnel, staff training, etc.

6.1.2 Standard Classification of Occupations (SCO)

International Standard Classification of Occupations (ISCO) has been used as a reference

for Trade Test (see 6.1.5 Trade Test) and national census survey in Sudan. Development

of Sudan’s SCO has been discussed following the Vocational Training and Apprenticeship

29 According to ILO, NQF started in 1980s and became an international trend in the late 1990s. (Ron Tuck

(2007), ILO)

https://www.ilo.org/wcmsp5/groups/public/@ed_emp/@ifp_skills/documents/instructionalmaterial/wcms_

103623.pdf

https://www.ilo.org/wcmsp5/groups/public/@ed_emp/@ifp_skills/documents/instructionalmaterial/wcms_103623.pdf

https://www.ilo.org/wcmsp5/groups/public/@ed_emp/@ifp_skills/documents/instructionalmaterial/wcms_103623.pdf

66

Act (2001) “6-(i) The Supreme Council is responsible for preparing and approval of

specifications and standards for different occupations”.

6.1.3 Qualification System in Sudan

Qualifications in the engineering/technical area are associated with educational

attainment in Sudan. There are two systems used concurrently in Sudan as below:

Table 23 Qualifications System

Post Qualification/Certificate Remarks

Skilled

Labourer

Vocational Training certificate Based on skills and competencies

Technician Technical Secondary School

Certificate

At least three years of Technical

Education

Technologist Bachelor of Technology Fresh Graduates of Technological

Colleges

Specialized

Technologist

Postgraduate studies plus

experience

As per the needs of the labour

market

Consultant

Technologist

Postgraduate degree or

equivalent qualification plus

experience


market

Fellow

Technologist

Fellowship: accredit-able

experience by the Board of

Professions


market

Source: NCTTE (2007) “Classification of occupations and professions according to TTET”

The Sudan Engineering Council made the engineering ladder that consists of 4 categories.

Table 24 Qualifications System

Category Qualification/Certificate Remarks

Engineer Bachelor in Engineering

Sciences or Engineering

Technology

Engineer category has levels as below:

1. Graduate: less than 7 years after

graduation.

2. Specialist: more than 7 years after

graduation during which he/she

practised engineering or having

master’s degree and spent more than

6 years after graduation during which

he/she practised engineering.

3. Consultant: more than 15 years after


practised engineering.

Technologist Diploma in Engineering

Technology (3Y system)

based on the principles

Technologist category has levels as below:


graduation.

67

set by Sudan Engineering

council.

2. Member: more than 7 years after



3. Fellow: more than 15 years after



Technician 2Y Diploma in

Engineering Technology

based on the principles

set by Sudan Engineering

council (after completion

of secondary school)

Technician category has levels as below:


graduation.

2. Member: more than 7 years after


practised engineering

3. Fellow: more than 15 years after



Skilled

Worker

Apprenticeship Diploma

and graduates of

technical and artesian

schools or equivalent

“Skilled Worker” category has levels as

below:

1. Group Leader: more than 10 years of

experience.

2. Supervisor: more than 15 years of

experience.

Source: The Act of Sudan Engineering Council (1998)

6.1.4 Sudan’s Civil Service Grade System

Sudan adopts a grading system for public employees, which is regulated by the “the

National Civil Service Regulation (2007)”. According to the Regulation, there are 17

grades associated with the educational attainment and years of experience. Large-scale

semi-governmental companies such as GIAD are applying this grading system.

Table 25 Civil Servants Grade system

Grade Post Education attainment/

Experience

Special

Higher

Sector

Grade 1 Political appointment

(such as Secretary General

of SCVTA)

Grade 2

Grade 3

Grade 1 (Directors General of

SCVTA)

Grade 2 (Director at SCVTA +

Directors of the VTCs)

Grade 3 (Assistant Director of the

VTCs)

Grade 4

Grade 5

Grade 6

68

Grade 7

Grade 8

Grade 9 (any trade / occupation) University graduate (Bachelor or

Technical Diploma)

Grade 10

Grade 11 Supervisor

Grade 12 Foreman

Grade 13 Skilled labour

Grade 14 Skilled labour Secondary school and Technical

secondary school

Grade 15 Skilled labour Apprenticeship Diploma (VTC)

Grade 16 Semi-skilled labour Driver

Grade 17 Unskilled Labour

Source: National Civil Service Affairs Chamber (2020)

6.1.5 Trade Test as Recognition of Prior Learning

Trade Test is the only available measure for the Sudanese workers to gain recognition of

their skills acquired through their professional experiences. It is a nationally recognized

certificate issued by SCVTA under the Vocational Training and Apprenticeship Act (2001).

The Trade Test covers the range of skilled labourers, and that is linked to the grade

between 11 to 16 according to the civil servants’ grade system (2020).

Table 26 Grades of the Trade Test

Worker

Group

Civil Servants

Grade

System

Post Education and experience/

Eligibility/Expected Tasks

Group 7 Grade 11 Supervisor

Full supervision of one of the

workshops’ department and receiving

his instruction from the workshop’s

manager.

Group 6 Grade 12 Foreman

18 years of experience/ the tasks are

more administrative such as organizing

and distributing the work among

workers and direct supervision over the

workers and checking the quality of

their work (products) in addition to the

use of sensitive equipment and tools.

Group 5 Grade 14 Skilled labour

Vocational training centre graduates/ a

total of 14-year of experience/ or 12-

year secondary education + 2-years

work experience/ it is a group with

highest levels of skills responsible of

important and sensitive work. They are

69

also responsible for the training of lower

group workers.

Group 4 Grade 15 Semi-skilled

labour

Technical secondary school graduates/

a total of 12-years of experience/ or 9-

year lower secondary education + 3-

year work experience / they are in

charge of middle scale work and have

no responsibility on finishing the work.

Group 3 Grade 16 Limited-

skilled labour

Total 10 years of experience/ 6-year

basic education+ 4-year experience/ or

9-year lower secondary education +1-

year work experience/ they are

responsible of carrying out simple work

under the supervision of the workers

from groups 4 and 5.

*this post and grade11 trade test take place upon the request of governmental agency

Source: SCVTA (2016) Trade Test Guideline

The Trade Test is conducted predominantly at the public VTCs due to the nature of the

governmental certificate. However, the 2016 Trade Test guideline allows for certification

at the workplace of the applicant and the option is sporadically used outside of Khartoum.

A technical aspect of the Trade Test is centrally controlled by SCVTA, such as determining

the test procedures and grade classification, preparation of the examination, issuance of

the Trade Test Certificate, and revision of the Trade Test system. The administrative

aspects such as scheduling, staff allocation, determining the test fee30 are under the

responsibility of public VTCs who conduct the Trade Test. Trade Test Guideline (2016)

explains the details of the current Trade Test system.

The Trade Test system was initially developed with the support of ILO in the 1970s31. At

the time of initial development, a detailed guiding document “Revised National Trade

Test Standards and Regulations (Red Book)32” was prepared which describes the trade

test standard in relation to the ISCO. This book also regulates the procedure and guide

the evaluators.

The Red Book has fallen out of use since the decentralisation of trade testing in 1990s.

The National Trade Test Standards and Regulations were never updated. The Trade

Organization Committee of SCVTA responsible to revise the Trade Test system has not

been active. Currently, the assessor administrating a trade test, usually a VTC head of

section, examines the candidate according to his own criteria corresponding with his

work experience. Comparability of the examinations between various VTCs within Sudan

is non-existent. SCVTA is currently planning to reorganize a part of the Trade Test system

30 Trade Test fee is determined every year at legislative council in case of the state owned VTCs and is not

uniform nation-wide. 31 Ministry of Labour (197?) “Revised National Trade Test Standards and Regulations (Red Book)” defines

the details of skills required by the occupation according to the grades. 32 Available only in English

70

as a pilot, supported with GIZ’s technical assistance. The pilot shall introduce testing

standards for 6 occupations based on updated occupational profiles. The introduction

shall be followed by giving training to the examiners.

Currently, the trade test is being used as a tool of access for persons who would like to

apply to large employers in the public sector and publicly owned companies requiring a

formal certificate of skills or an education diploma (e.g. police, Kenan Sugar factory, etc.).

Applicants who consider employment abroad and require a proof of qualification for

acquiring a visa use the trade test as well.

6.1.6 Accreditation of VTC

SCVTA is responsible for issuing the regulations which clarifies condition for establishing

VTCs as stipulated in the Vocational Training and Apprenticeship Act (2001). SCVTA’s

guidance, “the principles and condition for establishing vocational training and

apprenticeship centres (2001)”, illustrates the following seven evaluation points to

approve a license to the VTCs: (1) a clear objective of establishing the VTC, (2) economic

feasibility, (3) location and building, (4) equipment and tools for training, (5) trainers’

skills, (6) courses, programs and standards of training, (7) centres’ capacity including

trainees/trainers ratio.

The procedures to obtain license to establish a new VTC are controlled by the Standards

Committee of SCVTA (see: Standards Committee). Once VTCs are licensed, there is no

regulation on renewal nor validity of the license defined in “the principles and condition

for establishing vocational training and apprenticeship centres (2001)”. In addition, there

is no written obligation for the VTCs to report the Standards Committee or SCVTA, thus

no track record is available for SCVTA to understand the current situation of the licensed

VTCs.

6.1.7 Accreditation of training courses

The Standard Committee of SCVTA holds the responsibility to approve the training

curriculum. The training standards which exist now was approved in the 1970s in

accordance with the Apprenticeship and Vocational Training act (1974), but it has not

been revised since then.

The training standard is only guiding the structure of training and does not define the

details of the training course such as hours for each subject and sequences of learning.

There is no fixed definition of training standards, but following the UNESCO-UNEVOC

website, it is probably ideal to have more details.

71

What does a vocational education and training standard include33?

Occupational profile/training or task profile, which describes which group of

work activities must be undertaken in what manner (e.g. independently or

according to instructions)

Assessment requirements, which lay down which tasks are to be undertaken at

the end or in the course of training and what minimum level of knowledge and

skill must be demonstrated

Entry requirements which stipulate which education certificate/competence must

be held if one wishes to start corresponding education course (educational

prerequisites)

A curriculum and syllabus which describes the learning goals, theoretical and

practical knowledge to be taught as well as the structure and length of individual

sections and the overall training course.

Box 15: Application of Training Standard in the case of Japan

In case of Japan, the training standard is regulated by Japanese law and related

regulations. Both public and private institutions* in Japan must comply with the

requirements set by the authority. The standard is regularly updated according to the

change in the labour market. For example, agriculture and forestry course standards

are revised every 4-6 years, and the standard for ICT course is revised almost every 2

years.

The training services in Japan are categorized as the general programs and the short

programs.

The general programs are prepared primarily for school leavers: the 1-year program

(more than 1,400 class-hours, the duration of a class-hour is 50 mins) for the 12-grade

graduates, and the 2-years program (more than 2,800 class-hours) for the 9-grade

graduates. For these general programs, the training standard is nationally designed

approximately 60% of the training hours (but there is a variation depending on the

type of trades). It allows the training institutions to use the remaining 40% to fit the

specific required skills by the surrounding industry.

(*private institutions: when applying the government standard in their training, they

receive the government’s authorization and get the subsidy from the government.)

The short programs are flexible according to the target group, but mainly for the job

seekers, and the training standard is not rigid.

Cited from The Institute of Research and Development “Basic research related to the review

of vocational training standards by field” written in Japanese only

http://www.tetras.uitec.jeed.or.jp/files/kankoubutu/b-175-02.pdf

There are some training courses that are approved by the Standard Committee of SCVTA,

as indicated in Module 2. However, the accreditation process is not regulated by a written

33 UNESCO-UNEVOC website “Standards in TVET”:

https://unevoc.unesco.org/home/standards+in+TVET&context=#ref1 (visited on 19 Oct 2020)

http://www.tetras.uitec.jeed.or.jp/files/kankoubutu/b-175-02.pdf

https://unevoc.unesco.org/home/standards+in+TVET&context=#ref1

72

document. There is no definition of curriculum and no standard format of curriculum. As

a result, every accredited curriculum has different contents. This may entail downsides

for the curriculum’s sustainability, as it may hinder the users (trainers and examiners) to

use the standard curriculum.

Box below shows the experience of a development partner regarding curriculum

approval. More experience of partners may indicate some commonalities in the process

(see following box)

Box 16: Training Course Accreditation Process-Experience of JICA-Darfur Project

When JICA implemented a project in Darfur, JICA developed a 6-month long training

course for unemployed youth in the areas of automotive, electricity, and welding. At

the end of 2 batches, JICA with the implementing partner in Darfur (Technical

Secondary Schools) started the process for accrediting the training course.

o Step 1: JICA with Technical Secondary Schools prepared documents and submitted

10 copies of: (1) requesting letter for accreditation, (2) note explaining the process

of curriculum development, (3) training curriculum, (4) training schedule, (5)

expected career path/ attainment level at the end of the course, and (6) expected

certification title/ copy of sample certificate.

o Step 2: The Standard Committee organized a meeting and decided to form a

Technical Committee for each trade.

o Step 3: The Technical Committee agreed on the assessment and created an

assessment report.

o Step 4: The Technical Committee submitted the assessment report to the Standards

Committee.

o Step 5: The Standard Committee verbally explained to the JICA Darfur Project,

about (1) condition to implement the course for training providers (equipment,

staff, etc), (2) duration of the course validity, (3) frequency to update accreditation,

and (4) feedback from the Technical Committee for necessary amendments or

recommendation.

o Step 6: JICA received a simple letter of approval.

The whole process took about three months from submission until the approval.

It is important to understand that because there is no NQF, occupational standard, nor

license system for the skills recognition except the trade test, current training course

accreditation cannot specify the level of attainment at the end of the training course.

Therefore, the certification cannot indicate the level of skills that the participants acquired,

and the participants can receive only “attendance” or “completion” certificate.

Under this current situation the name of the training course is important to identify what

skills the participants are expected to gain.

6.2 Trainers Licence The “Job Description and Skeleton Hierarchy (2001)” defines the TOR and staff to be

recruited, but it does not specify the required qualification for each staff. University

73

graduates, secondary school graduates, and VTCs’ graduates have the right to be

appointed as VTC’ trainers.

According to the VTC Operation and Management Guideline (2016), each training section

shall have at least one person who has a technical diploma or higher degree. Also, all

trainers shall meet at least one of the following requirements;

- Having a technical diploma or a higher degree in relevant subjects.

- Completing instructors training course authorized by SCVTA

- Serving served as a full-time vocational instructor for more than 5 years or

equivalent at a university or College

- Having experiences in the business world for more than 10 years and

exceptional skills or specialized knowledge

Since the quality of trainers directly influences the training service, VTCs shall recruit the

position and assess the candidates carefully.

Regarding the instructors training course authorized by SCVTA, it is not a mandatory

training. In fact, Sudan does not have a license or certificate system of trainers. There is

no obligatory training to become trainers, and thus, initial training as trainers or induction

of new staff is the responsibility of each institution.

6.3 Quality Assurance in Vocational Training in Sudan The International Organization for Standardization (ISO) set the standard for learning

services in ISO29993 “Learning services outside formal education -Service requirements”

and ISO21001 “Educational organizations -Management systems for educational

organizations- -Requirements with guidance for use”34. As these ISOs indicate, training

service (learning service) and management of the VTCs are the keys to maintain the

quality of vocational training.

6.3.1 Standards for Training Services and Management of VTC

(1) Training services

The ISO29993 specifies the requirements of the learning services from the following

aspects: (1) Needs Analysis, (2) Design of the learning service, (3) Information about the

learning service for enrolled learners or their sponsors, (4) Service delivery, (5) Facilitators,

(6) Assessment of learning, and (7) Monitoring and evaluation of the learning service.

The current situation of the training services in Sudan is explained in the Module 3.1

Training Management Process, and Module 3.2 Training Management Process. The two

sections cover the above (1)-(7) aspects.

34 ISO29990:2010 “Learning services for non-formal education and training - Basic requirements for service

providers” has been cancelled in December 2018 by separating learning service issues in ISO29993:2017

and management issues in ISO21001:2018.

74

(2) Management of VTC

ISO21001 specifies the requirements of management of educational/training

organizations: (1) Leadership, (2) Planning, (3) Support (resource, organizational capacity,

communication, etc), (4) Operation, (5) Performance evaluation, and (6) Improvement.

SCVTA had issued the VTC Operation & Management Guideline to standardize the

management system of VTCs in all Sudan. The introduction of the VTC operation and

management guideline has just started, and further work is needed to disseminate the

guideline, and ensure the implementation (adoption) of the guideline in the VTC’s daily

operation.

6.3.2 Quality Assurance / Continuous Improvement

Having the national standards (guidelines, manuals, standards, etc) for vocational

training is to create an environment for high performance of vocational training as seen

in the previous sections. Quality assurance aims to ensure that the standards are in use

with effectiveness and sustainability.

There is the training standard for the apprenticeship diploma course, which was

developed in the 70s, but not updated since then. It indicates the lack of improvement

loop (implementation -feedback -revise) so as to maintain the quality of vocational

training.

(1) Quality Assurance System

For SCVTA to assume its role as a quality guarantor, the “Guideline on Quality Assurance

of Vocational Training in Sudan” is issued in 2020.

One of the biggest concerns is the fragmented governance system due to

decentralization that confused the roles and responsibilities of the federal government

and the state government. This has resulted in limited communication, and then to the

lack of appropriate communication system and comprehensive information about the VT

services and VTCs.

The Guideline on Quality Assurance focuses on 4 aspects:

(1) VTC governance: VTCs comply with the rules set by the VTC operation and

management guidelines.

(2) Human resources: the qualified staff was hired and maintained.

(3) Infrastructure: necessary equipment and facility is available and maintained

(4) Finance: financial input was well utilized to achieve the target of the strategic

plan.

The reporting system introduced in this Guideline is expected to fill the communication

gap between SCVTA, state government, and the VTCs.

(2) Communication and Information Management

The information on the performance of VTCs is crucial for SCVTA and the Government of

Sudan to monitor if the vocational training services are in line with the country’s strategy,

and to determine the vocational training policy. However, as indicated in the previous

section, the lack of communication and information sharing between SCVTA,

StCVTA/state government and VTC has been one of the critical challenges in the

75

Sudanese vocational training system.

SCVTA’s Directorate of Planning and Development has an information office. However,

there is no guideline for the office about what kind of information should be kept nor

the standard operating procedures (methodology) of doing so. A nation-wide survey was

conducted in 2016 and the record is kept in SCVTA, but the result has not been utilized

for decision making. The data is also stored in only one computer and a very limited

number of persons access to it. If any trouble happens to the computer, then the data

may be lost.

Lack of nation-wide statistical information such as labour force survey (the most recent

one was conducted in 2011 supported by ILO35 ) and private sector survey also cast

challenge for preparing a tailored training services to the market demands to achieve the

national development objectives.

35 ILO labour force survey website https://www.ilo.org/dyn/lfsurvey/lfsurvey.list?p_lang=en&p_country=SD

https://www.ilo.org/dyn/lfsurvey/lfsurvey.list?p_lang=en&p_country=SD

76

MODULE-7 KEY ISSUES FOR FUTURE Sudan’s vocational training system was formulated in the 1970s with strong support from

development partners. However, the support from the partners has stopped from the

1980s until the 2000s because of political reasons. This 20-year semi-isolation period has

created a wide gap between Sudan and the world in many ways, the change of economy,

technology, education, society, etc, and it includes the evolution of the vocational

training system in general.

There are basically all necessary guiding documents (old regulations and manuals) in

Sudan, but they were not updated since they were prepared, and some even date back

to 1970s.

There is clearly a need to enhance systematic implementation of the whole system of

vocational training in Sudan.

7.1 Partnership One of the very important aspects, as we have observed, is the partnership. Importance

of enhancing the partnership is increasing more and more in the current political,

economic, social situation of Sudan where the Government of Sudan must prioritize their

expenditure on social security and health under the COVID-19 crisis and focus a lot of

resources toward governmental reform.

SCVTA and VTCs have already had various partnership experiences as indicted in the

previous sections, and also as below.

Box 17: Strengthening partnership and writing Agreements

In 2008 the SCVTA and the Sudanese Youth Union (SYU) agreed to cooperate in 2

areas.

1. Training the Quran school students in different states through mobile short

courses training

The SYU provided the training funds and the mobile workshops, and the SCVTA

provided the trainers, curricula and the certificates. In 2008 and 2009, 2505

students of the Quran school were trained on the courses of auto mechanics,

diesel mechanics, construction, carpentry, auto electricity, general electricity

and welding.

2. Retraining the university graduates by short courses on different trades in the

different public VTCs in Khartoum.

The SYU provided the training fund, and 2500 university graduates were

trained in 2008 and 2009.

In 2014 the High-Level Aviation Academy agreed to receive 50 Apprenticeship

Diploma graduates who scored the best in the final exam to receive an advanced

training for one year to become technicians in airplanes maintenance and airports

services. Thirty graduates had been accepted as a first group in 2014, and most of

77

them were appointed in different Sudan’s airports. Until now, there is not opportunity

for second batch to be trained in the academy.

Box 18: Twining of Omdurman Friendship VTC and Vocational Institute of

Commerce in China

In 2016 the Omdurman Friendship VTC and Vocational Institute of Commerce in China

agreed to establish twining between them so as to exchange experiences, and due to

that,

- 101 trainers from different VTCs and different trades were trained in China in 2018.

- A big library was established in Omdurman Friendship VTC.

- A supporting fund was established to assist the trainers, students and the center

yearly and 10 trainers and 10 students have benefited from this fund.

7.2 Other Issues for Future Consideration This Handbook had clearly illustrated the current situation of Sudan’s vocational training

system, such as legal situation, the roles of the key actors, available vocational training

centres and services, etc. It also listed up all the existing guidelines and manuals. On the

other hand, it also highlighted various challenges facing Sudan’s vocational training

system. It is important not only to filling the gap but to catch up with the world and move

into innovative state-of-art vocational training services and also in the world subject to

the impact of the COVID-19 pandemic. There are some ideas discussed during the

process of developing this Handbook. Here are some of them:

1) Systematic training for newly recruited trainers

2) Establishment of an institution or a system that offer trainers licence

3) Further coordination with the other TVET institutions

4) Integration of work-based training into formal training (apprenticeship training)

5) Innovative TVET financing

6) Expansion of training services through private partners

7) Establishment of a powered body responsible of TVET

8) Use of ICT in the whole of the vocational training system

78

REFERENCE AND FURTHER READINGS

CEDEFOP, 2014, Terminology of European education and training policy -Second edition -

a selection of 130 key terms. https://www.cedefop.europa.eu/files/4117_en.pdf

Elizabeth Watters, Ed. Dr. Georg Hanf, 2015, Promoting Quality Assurance in Vocational

Education and Training -The ETF Approach-, ETF Working Paper, European

Training Foundation.

Hashim A. E. Ahmed, 2011, Building Capacity of Teachers and Trainers in Technical and

Vocational Education and Training (TVET) in Sudan -Case of Khartoum State-

Dissertation for PhD, Technical University of Dresden, Germany.

Khalid. I., et al, 2013, Skills Development in Sudan -the Formal and Informal Reality-, report

produced under UNDP/ILO programme.

Republic of Sudan, Ministry of Human Resources and Labour, 2011, Methodology of

Labour Force Survey and Main Results.

Republic of Sudan, Ministry of Human Resources and Labour, 2013, Sudan Labour Force

Survey (SLFS 2011).

Republic of Sudan, Chamber of Civil Service Affairs, 2020, Application of the Unified Wages

Structure for 2020.

Republic of Sudan, Ministry of Justice, 2018, Civil Service Framework Act.

Republic of Sudan, Chamber of Civil Service Affairs, 2007, National Civil Service

Regulation. http://dewan.gov.sd/images/pdfs/Laws/alkedma-l.pdf

Republic of Sudan, SCVTA, 2000, Job Description of General Secretariat - SCVTA and

Federal VTC Staff.

Republic of Sudan, Ministry of Labour and Social Development, 2004, Act of National

Training.

Ron Tuck, 2007, An Introductory Guide to National Qualifications Frameworks: Conceptual

and Practical Issues for Policy Makers, Skills and Employability Department,

International Labour Office (ILO).

Sorkatii A., et al, 2016, A Tracer Study of Technical Vocational Education and Training

Institute Graduates in Khartoum State, ILO.

https://www.cedefop.europa.eu/files/4117_en.pdf

http://dewan.gov.sd/images/pdfs/Laws/alkedma-l.pdf

i

Appendix1: Law, act, and related regulation

25-year strategic plan of Sudan (2007-2031)

Sudanese governmental institutions have issued 25-year strategic plan mentioning that

the general strategic vision revolves around the building of a united, secure, civilized,

advanced, and developed Sudanese nation.

Title 25-Year Strategic Plan of Sudan (2007 – 2031)

QR code

Date 2007

Issued by National Council for Strategic Planning

Website link

https://hcsp.gov.sd/topics/%D8%A7%D9%84%D8%A7%D8%B3%D8%AA%D8%B1%D8%A7%D8%AA%D9%8A%D8%AC%D9%8A%D8%A9-%D8%B1%D8%A8%D8%B9-%D8%A7%D9%84%D9%82%D8%B1%D9%86%D9%8A%D8%A9-%D8%A7%D9%84%D9%82%D9%88%D9%85%D9%8A%D8%A92007-2031/

Language Arabic

The concept of the nation is based on a unity of general goals and objectives with

cultural, social, political, and geographic diversity. The first axis related to capacity

building and skills development addressed the following:

• Providing capacity building opportunity for skilled workers and highly trained

workforces by expanding public and private vocational training centres and

updating the vocational training curriculum regularly to cope with technological

progress.

• Creating various methods and approaches for financing investments in the field of

vocational training and establishing a national fund for financing.

• Upgrading the capacity of women, especially rural women by means to increase

opportunities for social inclusion.

Functional and Organizational Structure and Terms of Reference

This study was conducted in the year 2000 to form the functional and organizational

structure and terms of reference (TOR) for the Supreme Council. This study identified the

general aspects of the vocational training system in Sudan. The Expertise House for

Administrative Consultancy of the Ministry of Manpower has prepared a study of “The

Functional and Organizational Structure and Terms of Reference” and the role of SCVTA

and its directorates.

Title Functional and Organizational Structure and Terms of Reference

Date 2000

Issued by Ministry of Manpower

Website link Only hardcopy

Language Arabic – English (translation)

This study aims to organize the main relationships and solve the problems of







ii

duplication of authority and overlapping of specializations. The structure of the

organization was laid out as follows:

• The Supreme Council for Vocational Training and Apprenticeship: one of its main

roles is the setting of general policies for vocational training and apprenticeship.

• General Secretariat: one of its most important roles is to supervise the

implementation of vocational training programs.

• General Directorate of Technical Affairs: one of its most important roles is to

conduct surveys and studies that define vocational training needs in cooperation

with the Planning Directorate.

• General Directorate of Trades Organization and Skills Measurement: one of its main

tasks is to develop national policies and plans for measuring workers' skills.

• General Directorate of Planning: one of its important roles is to conduct various

researches in the fields of vocational training and establishing a database and

information on various aspects of vocational training in Sudan.

• General Directorate of Administrative & Financial Affairs: one of its important

functions is to prepare the budget of the General Secretariat including all

departments and the federal VTCs.

The document also explained about the functional hierarchy of the General Secretariat

and highlighted the need for qualified staff with excellent experience, by raising their

capacity to suit the burdens and tasks. It also explained the new TOR for the staff to

achieve stability and continuity.

Guideline for Apprenticeship System

This guideline explains the minimum standards of the apprenticeship agreement.

Title Guideline for Apprenticeship System

Date 2018

Issued by SCVTA



This guideline explains the minimum standards on the apprenticeship agreement,

which ensures that the apprentices are engaged under a legally acceptable condition.

Most of the national vocational training acts and recommendations of ILO were taken

into consideration to this document. This guideline covers the following points:

• Apprenticeship contract: All details that should be included in the contract are

explained. The standard apprenticeship contract is also attached to this guideline.

• Roles and obligations: Roles of the authorities in charge of VT, the roles and

obligations of unions, associations of employers are mentioned.

• Time, period, and duration of apprenticeship: Daily working hours and period of

rest for apprentices are mentioned. In addition, the period of apprenticeship is also

explained.

• Conditions of apprentices: Conditions of apprentices are clearly stated:

apprentices’ age, prohibited types of work for apprentices, wages, assignment of

iii

supervisor, and number of apprentices to be hired.

• Training plan: The employer should develop a training plan for the apprentices. The

conditions of the plan were highlighted in this guideline.

• Documents: It stresses that concerned parties should support the apprentices who

complete the full apprenticeship in entering employment or starting their own

business.

• Information about the termination of the apprenticeship contract: it was also

mentioned at the end of the document.

Guideline of Apprenticeship Diploma Exam for VTCs

This guideline mentions the curricula of the apprenticeship diploma exam and explains

the preparation by trainers.

Title Guideline of Apprenticeship Diploma Exam for VTCs

Date 2011

Issued by SCVTA


Language Arabic

The General Directorate of the Trade Organization and Skills Measurement of SCVTA

compiled the curricula of all specializations with a view of unifying the Apprenticeship

Diploma Exam.

This guideline includes all the topics of the curricula that should be covered by trainers

and taught to the trainees in each specialization (section). The diploma exam will be

prepared based on these topics. Trainers of the VTCs should cover all topics written in

this guideline to prepare their trainees for the national exam.

Guideline for Establishing State Council for Vocational Training & Apprenticeship

(StCVTA)

As mentioned in the subject (7-1) of the Vocational Training and Apprenticeship Act

(2001), the Supreme Council may establish branch councils at the States. These branch

councils are technically under the Supreme Council and administratively under the Walli

(State Governor). SCVTA issued the “Guideline for Establishing State Council for

Vocational Training & Apprenticeship (StCVTA)” in the year 2017. This guideline aims to

facilitate the establishment of the StCVTA in the different states of Sudan.

Title Guideline for Establishing State Council for Vocational Training &

Apprenticeship

Date 2017

Issued by Supreme Council for Vocational Training and Apprenticeship



This Guideline following the Vocational Training and Apprenticeship Act (2001)

iv

specifies the basic matters concerning the organization of the State Council for

Vocational Training and Apprenticeship (StCVTA). The guideline covers the following

points:

• Aim of establishing StCVTA.

• Procedure for establishing StCVTA and its functions.

• Membership of StCVTA and its meeting regulations.

• Formation of the General Secretariat (GS) of StCVTA, and clarification of its

responsibilities and tasks in addition to the possibility of setting technical

committees by the GS.

• StCVTA’s finance, accounting, and auditing.

In-Plant Training Manual

In plant training (IPT) is a part of the curriculum of the 1,2 and 3-year Apprenticeship

Diploma and this manual aims to enhance the effectiveness of IPT.

Title In-Plant Training Manual

Date 2021

Issued by SCVTA


Language Arabic – English

In plant training (IPT) is a part of the curriculum of the 1,2, and 3-year Apprenticeship

Diploma designed to enhance the trainees’ practical skills to work in the labour market

after graduation. This manual aims to enhance the effectiveness of IPT, by supporting

the VTCs with different document and forms to facilitate centres, host companies, and

trainees to conduct IPT.

The manual covered the following axes:

① Legal framework stating the documents on which this guideline relied.

② Objectives of the guideline that includes developing the skills and employability

of the trainees in addition to industry and the relation between VTC and industry.

③ Mode of the IPT explaining the days to be spent in the IPT host company and the

VTC to attend theoretical classes.

④ Monitoring and evaluation of IPT period.

⑤ Ideas and suggestions for strengthening the relations between the VTC and host

companies.

v

Manual for developing a package of short-term vocational training course

This manual explains the way to develop short-term vocational training courses.

Title Manual for developing a package of short-term vocational training

course

Date 2019

Issued by SCVTA

Website Only hardcopy

Languages Arabic – English (translation)

Short training courses is one of the important training services provided by public

VTCs. SCVTA developed this manual that covers the following points:

• The purposes of this manual and short-term training courses in general, and the

types of VT

• Steps to develop a short-term training courses: training course planning sheet,

training schedule, lesson plan, standard operating procedure (SOP), evaluation

sheet (3 types), training course pricing table, and training course improvement

sheet.

• Examples of a short-term training course package.

Principles and conditions for establishing vocational training and apprenticeship

centers

This guideline explains the principles and conditions to establish VTCs.

Title Principles and conditions for establishing vocational training and

apprenticeship centers

Date 2001

Issued by SCVTA


Language Arabic

SCVTA issued this guideline to explain the principles and conditions of establishing

VTCs. This guideline covered the following axes:

① A short brief about VT and apprenticeship in Sudan including the importance

of VT and its outputs, in addition to the objectives of VT.

② Brief explanation of the eight training programs of VT and apprenticeship.

③ Detailed contents of the feasibility of establishing VTC and the objectives of

the VTC prepared by the applicants.

④ Details of VTC’s building (location, description and map of the building)

prepared by the applicants.

⑤ List of equipment, machines and training assets of the VTC prepared by the

applicants.

⑥ Number of trainers to be hired by the applicants and their qualifications.

⑦ The VTC is requested to follow the act and the regulation of VT and

vi

apprenticeship.

⑧ The capacity of the VTC.

⑨ The procedures for obtaining a licence to establish VTCs.

Procedures for Obtaining Licenses for Establishing Private VTCs

Vocational training providers must have an appropriate management system and are

required to register as an accredited training provider by SCVTA. The details are

mentioned in “Procedures for Obtaining Licenses for Establishing Private VTCs”.

Title Procedures for Obtaining Licenses for Establishing Private VTCs

Date NA

Issued by SCVTA



Procedures to obtain licenses for establishing private vocational training centres are

prepared by the Standards Committee of SCVTA. The procedure has two stages:

• Initial approval stage: it includes a series of procedures. There are two types: (1)

after paying the prescribed fees, the applicant gets initial approval, or (2) an

application is rejected and then the applicant receives a letter explaining the

reasons.

• Final approval stage: It is a series of procedures to approve the centre. The final

approval stage includes a site visit by the Standards Committee to ensure the

readiness of the workshops, classes, and the facility's site. In the end, if the applicant

is approved, s/he can obtain a final certification to provide vocational training

services and an apprenticeship diploma. If the applicant is rejected, s/he will receive

a letter explaining the reasons signed by the Secretary General of the Supreme

Council.

Regulation of Organizing Apprenticeship Diploma Examination for Vocational

Training Centres

Concerning subject (22) in the Vocational Training and Apprenticeship Act (2001), SCVTA

issued this regulation in 2005.

Title Regulation of Organizing Apprenticeship Diploma Examination for

Vocational Training Centres

Date 2005

Issued by SCVTA



This guideline explains how to organize the national apprenticeship diploma exam and

includes:

vii

• The process of registration covers the submission of the examinee’s list,

registration requirements, conditions of denial from the exam, exam fees, etc.

• The section on preparation and implementation of the exam explains the formation

of the two committees: the supreme committee of diploma exam at SCVTA level

and the exam committees at the VTC level. It also mentions their duties and

responsibilities. It also clarifies the selection of trainers who are going to monitor

the exams in the classrooms and examination instructions for examinees.

• The section on diploma results explains about preparation & declaration of the

exam results.

• In the end, it explains the penalties for examinees in case of cheating or

misconduct, and for the exam committee members in case of violating this

guideline.

Regulation of Organizing the Work of the Supreme Council for Vocational Training

and Apprenticeship

Based on what was mentioned in Article 22 of the "Vocational Training and

Apprenticeship Act (2001)”, a "Regulation of organizing the Work of the Supreme Council

for Vocational Training and Apprenticeship" was issued in the year 2001.

Title Regulation of organizing Work of the Supreme Council for

Vocational Training and Apprenticeship

Date 2001




This regulation organizes the work of the SCVTA including the following points:

• The details of the Organizing Council meeting are defined in the following points,

the regularity of the meetings, the way to call for the meeting, the quorum for the

meeting, and how to make decisions.

• The terms of reference (TOR) of the council and its committees are regulated, which

mentions the competencies of the council and its three committees (Standards

Committee, Training Programs Committee, Trades Organization Committee).

• Membership termination, as the regulation explained the cases that lead to

membership loss.

• The recording of the minutes of the meetings and implementing the decisions.

viii

Regulation of Productive Training at VTCs

The General Secretariat of the SCVTA issued this regulation in 2001.

Title Regulation of Productive Training at VTCs

Date 2001

Issued by SCVTA



This regulation aims to organize productive training works in VTCs. Productive training

works assist in:

• Reducing the cost of training.

• Promoting opportunities to gain skills.

• Building confidence of trainees through productive training.

• Providing a more advanced training model.

This regulation covers systems and procedures, which include the time to carry out

productive work and the possibility to seek expertise from outside the centre. In

addition, the regulation explained in detail about the cost calculation (direct and

indirect cost, effort, time, and profit margin).

Regulation of Short Training Courses at Vocational Training Centres

The General Secretariat of the SCVTA issued this regulation in 2001.

Title Regulation of Short Training Courses at Vocational Training Centres

Date 2001

Issued by SCVTA


Language Arabic

This regulation aims to organize the implementation of short training courses in VTC

and includes:

• Definition of training courses:

- Short [quick] courses targeting youth, school dropouts, and beginners in

practicing a certain profession.

- Upgrade courses aiming at the capacity of workers in the public and private

sectors.

- Contractual courses targeting institutions and companies that aim to develop

the capacity of their workers.

• Ways how to implement the training courses.

• Calculating the costs of training courses.

• Financial and accounting procedures for training courses.

ix

Roadmap toward a National Employment Policy for Sudan

ILO conducted a survey and issued a survey report, which stipulates the challenges in

finding decent employment opportunities.

Title Roadmap toward a National Employment Policy for

Sudan QR code

Date 2014

Issued by ILO and UNDP

Website link

https://www.ilo.org/wcmsp5/groups/public/---

africa/---ro-abidjan/---sro-

cairo/documents/publication/wcms_334878.pdf

Language English

This document, prepared by ILO and UNDP, addressed the following points:

• The current development policy framework: This part covers an overview of the

social and economic context, in addition to the development policy framework

and the promotion of employment in Sudan.

• Dynamics and interactions of the labour market: This part covers the demographic

and education trends in addition to information about the labour market in Sudan.

• Sectoral policies (The Role of micro, small, and medium-size enterprises and

private sector): This part reviews the current policy environment and challenges in

addition to identify and evaluate policy options included in the new economic

policy.

• Human resources, employability, and skills development: This part reviews the

current education and training policies and their challenges as well as identifying

and evaluating policy options included in the new economic policy.

• Labour market policies and institutions: This part includes a review of current

national employment policies and challenges as well as the identification and

evaluation of policy options that will be included in the new economic policy.

SCVTA Strategic Plan (2018–2022)

The General Secretariat of SCVTA prepares periodic medium-term strategic plans, the

latest one is the five-year strategic plan (2018-2022)

Title SCVTA Strategic Plan (2018–2022)

Date 2018

Issued by SCVTA


Language Arabic – English (Only matrix was translated)

The General Secretariat of the Supreme Council for Vocational Training and

Apprenticeship prepared the five-years strategic plan (2018-2022), which covered the

following seven axes:

① The governance includes the activities to update laws and legislations, internal

regulations organizing work in the vocational training system, and update and




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prepares guidelines and manuals. Also, it issues a law granting work permits,

national classification, professional levels (trade tests), and develops the system of

examinations and admission to the apprenticeship program.

② Structuring includes the activities to review the functional and organizational

structure, improve the TOR of employees, and add new departments (Centres

Affairs Administration, Services Administration, Occupational Safety and Health

Administration and Quality Management).

③ The development includes the activities to increase the number of vocational

training centres with the establishment of centres for special groups, rehabilitation

of buildings, facilities and equipment of the existing centres, establishment of

headquarters for the General Secretariat of SCVTA, the establishment of ITTS

building, and establishment of a vocational training printing press.

④ Curricula includes the activities of revising and developing existing programs and

introducing new programs and adding new specializations, introducing the one-

year and two-year diploma programs, and rehabilitation of the printing press.

⑤ Capacity building includes the training of senior staff, trainers, and workers

including as well as the training of trainers using a computer and the staff training

of information technology.

⑥ Environment means to create a good working environment for workers in the

General Secretariat building and its centres and connecting the centres through a

network.

⑦ Quality means the activities including continuous improvement by follow-up of

monitoring, and evaluation of the trainees internally and externally.

Standard Job Description of the General Secretariat - State Council for Vocational

Training & Apprenticeship

SCVTA proposed the composition of the General Secretariat of StCVTA which includes

the Secretary General, research and planning officers, and monitoring and evaluation

officers. The Job description of other members is also set by this document.

Title Standard Job Description of the General Secretariat – State Council

for Vocational Training & Apprenticeship

Date 2017




This document explains about the proposed job description of the staff of GS-StCVTA.

SCVTA highly recommended states to adopt this standard job description and

requested the states to inform SCVTA in case of modification. This document includes

the following points:

• Purpose of GS-StCVTA.

• Responsibilities, tasks, qualifications, experience, and skills of the SG and its

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proposed rank, the research and planning officer and its proposed rank, and the

M&E officer and its proposed rank.

Sudan TVET Policy

ILO and Ministry of Human Resources Development and Labour guided the following

activities of ILO.

Title Sudan TVET Policy

QR code

Date 2013

Issued by ILO and Ministry of Human Resources

Development & Labour

Website link


Language English

This document, issued by the International Labour Organization (ILO) and the

Ministry of Human Resources Development & Labour (Sudan), outlines the policy

of Technical and Vocational Education and Training (TVET).

It contained the introduction of the vision, the mission, and the context of TVET in

Sudan. It also clarifies the values and principles underlying the current TVET policy

and the targeted groups.

It mentions the priority areas in reforming the TVET system to strengthen

governance and equity, improve the response of TVET, enhance the role of

partners, and improve the quality of services provided in TVET.

It also covered the strategies of the finance covering the TVET policy in addition

to monitoring and evaluation arrangements and risk reduction strategies.

Trade Test Guideline

This guideline explains overview of trade test and introduces its regulations and related

formats.

Title Trade Test Guideline

Date 2016

Issued by SCVTA



This guideline explained in detail about the following:

• Introduction about the trade tests history, its objectives, duties, and structure of

trade tests administration.

• Regulations of organizing trade tests.

• Details of labour groups.




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• Introduction of related forms: trade test form, worker confidential report form,

VTC’s monthly report of trade tests form, and format of trade test certificate.

Vocational Training and Apprenticeship Act (2001)

This Vocational Training Act defines the structure of the vocational training supervised

by the Supreme Council for vocational training and apprenticeship (SCVTA). SCVTA was

established in 2001 based on this Act, and with its establishment, the former National

Council for Vocational Training and Apprenticeship in the Ministry of Manpower was

closed.

Title Vocational Training and Apprenticeship Act (2001) QR code

Date 2001

Issued by SCVTA/ approved by National Assembly

Website link Only English: https://www.ilo.org/dyn/natlex/docs/MONOGRAPH/108266/133726/F-

1586586654/SDN108266.pdf


This act replaced the Apprenticeship and Vocational Training Act of 1974:

• The Supreme Council for Vocational Training and Apprenticeship (SCVTA) was

established due to a decree of the Council of Ministers, and it was chaired by the

Minister of Labour and the membership of specialists. The Secretary General of the

Council is a member and a rapporteur of SCVTA. SCVTA is responsible for laying

down general policies for vocational training and forming of States’ councils which

is responsible for overseeing the implementation of vocational training programs

that aim to develop human resources in the states.

• The General Secretariat of SCVTA was established and headed by the Secretary

General. The most important roles are to implement the policies laid down by the

Supreme Council and to set the national plan for vocational training.

• The Secretary General prepares the budget of the General Secretariat and the

Supreme Council, and submits it to the Supreme Council before submission to the

competent authorities for final approval.

• The act also explained about the authorities and duties of the concerned

authorities, financial issues of SCVTA, in addition to general provisions.

Vocational Training and Apprenticeship Regulation

The SCVTA issued this regulation in the year 2001, which repealed the previous regulation

issued in the year 1979.

Title Vocational Training & Apprenticeship Regulation

Date 2001

Issued by SCVTA



https://www.ilo.org/dyn/natlex/docs/MONOGRAPH/108266/133726/F-1586586654/SDN108266.pdf

https://www.ilo.org/dyn/natlex/docs/MONOGRAPH/108266/133726/F-1586586654/SDN108266.pdf

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This regulation organizes the process of apprentices’ admission into VTC and

includes admission requirements and registration process.

It covers apprenticeship programs, theoretical and practical training system, and

conditions of training within the facility.

It explains details of the admission, transfer, and graduation procedures such as

admission exam, study and internal exams at the centre level, and graduation exam

(terms and procedures).

It also explains the Administrative Council of the VTC (its composition, meetings,

terms of reference), in addition to the rights of the apprentices and the regulations

related to them.

VTC Operation & Management Guideline

This guideline sets the roles of VTC including operation and management.

Title VTC Operation & Management Guideline

Date 2021

Issued by SCVTA


Language Arabic – English

This guideline aims to improve the quality of training services provided by vocational

training centres in Sudan by setting standards for operating and managing operations.

The guideline covered the following axes:

① Governance includes the principles and values of management, and the

regulations of the vocational training centre, and the importance of the

strategic plan to the centre.

② Institution management includes the organizational management of the

vocational training centre, the responsibilities, and duties of the director and

his assistants in addition to the centre’s sections and job descriptions for all

employees. When necessary, the Administrative Council (its composition,

meetings, and terms of reference) can hold a meeting for all the staff of the

centre and form a consultancy board and parent’s council.

③ Providing training services includes details of the training calendar, training

services, standards of the various training programs including the

apprenticeship program and the various short training courses such as

licensing of training programs, in-plant training, the training for vulnerable

groups, an annual plan for training and occupational safety.

④ Services of vocational training include vocational guidance, employment

services, consulting services related to vocational training, trade tests, surveys,

and information gathering, public relations, and awareness-raising activities

for vocational training.

⑤ Trainee administration includes the process of trainee’s admission and dealing

with cases of absence checking by the trainee record.

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⑥ Personnel management includes the record of employees, the existence of a

human resource development plan, and addresses the number and

qualifications of trainers and their capacity development.

⑦ Facilities management indicates the importance to record the facilities and

equipment (covenants and assets) in addition to the importance of

maintenance.

⑧ Financial administration refers to preparing the budget, income, and revenues

and specifying tuition fees and other contributions in addition to productive

activities.

The guideline also highlighted the importance of partnerships and the need to conduct

assessments and follow-up for vocational training centres.

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Appendix2: List of VTCs

1. Federal VTC (6 VTCs)

Location Name Trade

Khartoum Bahari VTC Turning, automotive, fitting maintenance,

general electricity, and welding.

Khartoum 2 VTC Turning, automotive-diesel, automotive-

gasoline, auto electric, welding, fitting

maintenance, general electricity, carpentry,

refrigeration and cooling, and electronics.

Khartoum 3 VTC Turning, welding, fitting maintenance, general

electricity, and refrigeration and cooling.

Sudanese Korean

VTC

Automotive, general electricity, computer, and

women skills development.

Omdurman Friendship VTC Turning, automotive-diesel, automotive-

gasoline, auto electric, welding, fitting

maintenance, general electricity, architecture,

plumbing, and women skills development.

Gezira Sudanese Korean

Agricultural VTC

Agriculture machinery, animal husbandry, and

food processing.

2. State government owned VTC (9 VTCs)

Location Name Trade

Khartoum Halfaya (VTEC) Welding and sheet metal, electronics, and IT.

Haj Yousif (VTEC) Automobiles, automotive diesel, automotive

refrigeration, and cooling.

Karari (VTEC) Constructions and building, and leather craft

products.

Khartoum South

(VTEC) Machines and electrical connections.

Kadaro (VTEC) Automotive, refrigeration and cooling, general

electricity, plumbing, tailoring

Gedaref Gedaref VTC Automotive-diesel, automotive, small engine

maintenance, general electricity, welding,

turning, and auto-electric.

Kassala Kassala VTC Automotive-diesel, automotive, small engine

maintenance, general electricity, welding,

turning, women skills development (leather

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products, food processing, tailoring, …) and

auto-electric.

North

Kordofan

El Obeid VTC Turning, automotive, auto electric, architecture,

plumbing, welding, fitting maintenance,

general electricity, carpentry, and refrigeration

and cooling.

White Nile Kosti VTC Turning, automotive, auto electric, welding,

fitting maintenance, general electricity,

agricultural machinery, and women skills

development.

3. VTCs under Technical Colleges (4 VTCs)

Location Name Trade

Gezira Medani VTC Turning, automotive-diesel, automotive-

gasoline, auto electric, welding, fitting-


refrigeration and cooling, electronics, and

agricultural machines.

Al-Miheriba Automotive, welding, turning, general

electricity, auto electric, and refrigeration and

cooling.

Red Sea Port Sudan VTC Turning, automotive-diesel, automotive-



refrigeration and cooling, electronics, and

computer.

South

Darfur

Nyala VTC Turning, automotive-diesel, automotive-

gasoline, auto electric, turning, fitting-

maintenance, general electricity, carpentry, and

refrigeration and cooling.

4. VTCs under governmental institutions (3 VTCs)

Location Name Trade

Khartoum Almuhandseen

Military VTC

Buildings and constructions, general electricity,

carpentry, refrigeration and cooling, and

blacksmithing.

Khartoum Alkadaru Military

VTC

Turning, automotive, auto electric, welding, ,

carpentry, refrigeration and cooling, and

plumbing.

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Khartoum Alhuda VTC

(Ministry of Interior) General Electricity

Gezira Masaad for

agriculture VTC Agricultural machinery

5. Private VTCs organizing apprenticeship diploma (16 VTCs)

Location Name Trade

Khartoum Mar yousif VTC Turning, automotive-diesel, automotive-


maintenance, general electricity, architecture,

plumbing, and women skills development.

Ikhbari VTC Automotive-diesel, automotive-gasoline, auto

electric, welding, fitting-maintenance, and

general electricity.

Alwatani-1 VTC

(located in

Omdurman)

Automotive, auto-electric, refrigeration and

cooling, and welding and general electricity.

Alwatani-2 VTC

(located in Bahri)

Automotive-diesel, automotive-gasoline, auto

electric, welding, fitting-maintenance, general

electricity, buildings and constructions,

plumbing, electronics, and refrigeration and

cooling.

Spark VTC Automotive-diesel, automotive-gasoline, auto

electric, welding, fitting-maintenance, and


Alfayhaa VTC Automotive-diesel, automotive-gasoline,

refrigeration and cooling, general electricity,

welding, and women skills development.

Limnar VTC Automotive, auto electric, refrigeration, and

cooling and general electricity.

Almustagbal VTC Automotive, general electricity, auto electric,

and welding.

Khuta Almustgabal Automotive, general electricity, auto electric,

refrigeration and cooling and welding.

Qatari Automotive, general electricity, auto electric,

refrigeration and cooling and welding.

Ibn Algaraah Automotive, general electricity, auto electric,

and refrigeration and cooling

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Gezira Igraa VTC General electricity, auto electric, refrigeration

and cooling, automotive, turning, welding,

fitting maintenance, plumbing, carpentry,

building and constructions, and computer.

Red Sea Rihab VTC Automotive, general electricity, auto electric

and welding

River Nile Al-Shiekh Abdalla

Al-Badri VTC

Automotive-diesel, automotive-gasoline, and


Shendi VTC Automotive, general electricity, auto electric

and welding

North

Kordofan

Don Bosco VTC General electricity, automotive, buildings and

constructions, plumbing, carpentry, turning,

and welding

6. Other private VTCs (38 VTCs)

Location Name

Khartoum

1. Mihan International

2. Baking development center (DAL)

3. Rana VTC for girls

4. Abu Alyamen

5. Alwaha

6. Khartoum Air conditioning Academy (LG)

7. Dania

8. Iedad

9. El-Mohandis Paints

10. A-Design

11. Noor Alrahman

12. Ritag

13. Mikiaal

14. Samooha

15. Alnoor Almubeen

16. OAS

17. Bafadni

18. Almalikat for developing women skills

19. Raonag

20. High Class

21. Alanamil Almubdiaa

22. Alhuda

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23. Galaf

24. Almaraa Altamuha

25. Almarfaa

26. Almakaen

27. Lak Basma

28. Alhowad

29. Sudanese VTC

Gezira 30. Petra

Northern State 31. Anwar

32. Abri

River Nile 33. Japanese Technology

White Nile 34. Kenana VTC (Kenana Sugar Company)

handbook of vocational training system in sudan

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