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Table 6.1 (continued) Provider Type
Brief Description
Provision/Qualifications
Providers of sector-specific training
These are mainly public training institutions providing specialized training. Examples include the Malawi Institute of Hospitality (MIT), Marine Training College, Police Training Schools, and others.
Sector ministries
Schools offer both long-term, pre-employment training as well as shortterm skills and upgrading.
Some institutions (for example, MIT) conduct TEVETA approved examinations.
Although often sponsored by sector ministries, some schools are selffinancing and charge significant fees. TEVET for special target groups
Public, parastatal, or NGO training provisions to cater for special target groups, such as small and micro businesses, start-ups, handicapped, etc. Examples include the Malawi Enterprise Development Institute, Magomero Vocational Training School, and others.
Self-managed or under the auspices of sector ministries, and usually issuing their own certification.
Company-based training
The overall extent of employer-based training is unknown. Some large private and parastatal companies maintain own training centers. Other companies pay for staff attending external training courses provided by training institutions against fees. The larger part of company-based training is provided as on-the-job training.
Provided and managed by companies. Company-owned training centers issue own or TEVETA registered certificates, external training is geared, if provided at all, for various certificates available in the training market
Training is financed by companies. However, recently parts of the cost of company-based training have been reimbursed by TEVETA to companies that have paid the TEVET levy. Traditional apprenticeship
Traditional apprenticeship, also called mastercraftsman training, is a wide-spread system of on-the-job training provided in the informal sector. The system is self-financing with trainees accepting no or low wages during the training period. The extent and quality depends largely on the qualifications and background of the masters and the economic prospects of the individual businesses. Trades in which the system is common include baking, basket weaving, bicycle repair, boat building, construction, mechanics, welding, battery charging, tin smithing, woodwork, radio and electrical repair, tailoring, shoe repair, net mending and others. Traditional apprenticeship is dominated by typical male trades.
Self-organized by informal mastercraftsmen. Participation in Trade Test examinations is optional.
Trainees from the traditional apprenticeship system have the option to undergo trade testing, if the Trade Testing system covers the relevant trade. Systematic information on the use of this option is not available, but according to information from the Trade Testing Directorate in the Ministry of Labor a considerable portion of the external trade-testing candidates comes from the informal sector. Source: Authors.
The introduction of the concept of Technical, Entrepreneurial and Vocational Education and Training (TEVET) in the TEVET Act of 1999 aimed at re orienting training to the needs of the labor market. It was connected with the political will to broaden public attention to the entire spectrum of formal, non formal, and informal vocational learning, and to create mechanisms for integration and effective coordination of the different TEVET subsystems.1 However, coordination to date is still highly unsatisfactory and consequently, information and knowledge about the different provider systems remains deficient or entirely absent.