Presented by Inoussa TRAORE, Assistant Project manager Mafinga , april 03 2014

1. Burkina Faso and Mali experiences in implementation of the project « Initial and continuous training of rural electrificationoperators and actors in western Africa» Presented by Inoussa TRAORE, Assistant Project manager Mafinga, april 03 2014

2. Overview • Short review of methodologicalapproach of the project • Methodology of implementation of initial courses • Methodology of implementation of continuous courses (training) • Training evaluationapproach • Catalog of training center • The projectwebsite

3. Project methodologicalapproach Three assertions can summarize this approach • An objective of structuring the supply of training by creating training courses and the development of continuous training modules tested (made​​-evaluated-adapted). • A partnership approach with the ministries in charge of education to ensure the sustainability of the initial training course.

4. Project methodologicalapproach • An identification of potential trainers from operators during training sessions; potential trainers who are trained to take over the training of their peers ensuring thus the sustainability of the training and all that through a collaboration protocol with electrification national agencies

5. Methodology of implementation of initial courses Approach in 10 key steps • Step 1: An initial study of training needs: quantification, prioritization, mapping of needs, definition of the needs by levels (CAP, BEP etc.) • Step 2: Validation Workshop of the study including the ministries in charge of education and professionals in the area of electricity

6. Following the steps • Step 3: Based on of this study, identification with the Ministries of curriculum and courses (content and level) to implement. • Step 4: Identification of the training supply through a second study: mapping and description of the training supply • Step 5: Validation workshop with ministries and producing a short list of potential centers for the implementation of the curriculum identified.

7. Following the steps Step 6: Developing partnership agreement with ministries to developing and implementation of curriculum in schools that will be selected as a pilots school.

8. Illustration of these first six stepswith the case studies of Burkina Faso and Mali Case of Burkina Faso The curriculum identified by the Ministry of Secondary and Higher Education in Burkina Faso has focused on the CAP level (certificate of professional skills): the work consisted to review an existing curriculum (Electrotechnical CAP) in order to add specific modules identified in the needs assessment as necessary for the rural electrician profile. A partnership agreement has then been developed for the organization of workshops of review and validation of the new curriculum.

9. Case of Burkina Faso The Ministry of Youth, professional training and employment opted for the creation of a new curriculum (level CQP: certificate of professional qualification) in rural electrification. A partnership agreement has also been developed for this purpose.

10. Key documents developed and validated by the two departments in the development of curriculumCase of Burkina Faso • The referential (standard) of training and certification : This is the document that outlines the curriculum (list and description of the contents of each module) , the timing of implementation, the evaluation guide • The plan of training of trainers : This document lists the training topics that will be given to teachers to make them capable of providing teaching for the different modules mentioned in the referential. Generally, the first theme focuses on the appropriation of reference (teacher training on how to use the referential ) . • The list of educational equipment: This list describes for each module the required equipment (hardware, tools, documentation etc.) for learning this module. • Final exam rule: This document defines the conditions and rules for the organization of the final exam. Once developed, it is subject of a ministerial decree signed by the Minister of Secondary and higher education.

11. Case of Mali • In Mali, the Ministry of National Education has opted for the establishment of an additional reference to the existing curriculum of the CAP "domestic installation of electricity for the building." For this, the referential of Electrotechnical CAP of Burkina served as the basis for the development of this module additions. These modules have been developed and validated as part of a partnership agreement between the "Project" and the MEN. • The Ministry of Employment and Vocational Training has decided to launch a CQP "solar photovoltaic installer." The validation workshop of the curriculum has been the subject of an agreement with the MEFP.

12. Case of Mali Key documents developed and validated by ministries in Mali in the context of curriculum development : • The curriculum: This document presents the list and content of the modules as well as the timing of implementation of these modules • The Assessment Guide: This guide describes how the various modules of the curriculum are evaluated according to the competency-based approach (CPA) • The teaching guide: it is a tool for the teacher who provides a more detailed description of the curriculum and also the limits of knowledge of each module • The pedagogical and material organization guide: This guide provides descriptions of educational facilities for teaching of each module.

13. Following the steps • Step 7: Selection Process for pilot schools: preparation of a terms of reference for the evaluation of institutions listed in the proposed short list by the Ministry. These terms of reference provides an assessment questionnaire and an evaluation grid to assign notes per criteria to each school. • Model of grid on next diapositive

15. Following the steps • Step 8: Field visits for the evaluation of schools: an interview with the Director and teachers of the electricity sector of the institution followed by a visit of the laboratory of electricity. Persons targeted for interview are: the School Director, the head of work and 01 or more teachers in the electricity sector. • Step 9: Restricted workshop of the team of evaluators for scoring and selection of schools that will be considered as pilot schools.

16. Case of Burkina and Mali Burkina Faso: Selection of 06 pilot schools under the Ministry of Secondary and Higher Education and 04 professional training centers of the National Employment Agency under the Ministry of Youth, professional training and employment.Case of Mali: selection of 06 schools / centers under the 02 ministries (specificity of Mali: most centers / schools straddle the 02 ministries where mutualisation of actions of the Project).

17. Mapping of pilot schools in Burkina Faso

18. Followingsteps • Step 10: Develop a global support plan for selected pilot schools. This plan usually involves 03 areas: training of trainers, support for additional educational equipment and advisory support and communication. This plan is subject to a validation workshop involving headmasters (for MESS), the Regional Directors of the National Employment Agency (for MJFPE). Each axis of this plan is subsequently subjected to a agreement jointly signed by the ministry and the "Project“.

19. Methodology of implementation of continuous training Approach in 5 key steps • Step 1: Based on the study of training needs, priority themes are identified for capacity building of rural electrification operators. • Step 2: For each subject the terms of reference are developed and a list of providers (training firm) is identified. The TOR is then passed to these providers to obtain their technical and financial proposals. The best proposal is accepted and a contract is signed prior to the holding of the session.

20. Case of Burkina Faso The priority themes for the training of electrification cooperatives (COOPEL) in Burkina Faso: • Maintenance of diesel generators • The exploitation of the diesel generators • Security and Low Voltage Network • AC Power tree phased • Management and administration of the COOPEL In Burkina Faso, a partnership agreement was signed with the national electricity operator (SONABEL) (which has a training center) for the implementation of such training.

21. Case of Mali The priority themes in Mali for the training of operators are: • The administrative and financial management of rural electrification enterprises • The maintenance and exploitation/operation of disel generators • The dimensioning and exploitation of hybrid systems (Diesel generators / solar PV)

22. Followingsteps • Step 3: Each training session is being monitored and evaluated (ex post just at the end of the training ex post few months after the end of the training session) by the operational team of the project in support of the training provider. • Step 4: After the ex post evaluation (usually 03 to 05 months after the holding of the session), the provider shall prepare a report in which he proposed improvements and adaptations of the module with respect to the results of the evaluation on the field.Step 5: A summary of the new module is then published on the project website (in a section entitled tested training but whose name could change) with details of the training provider.

23. Tools of training evaluation Three types of evaluations are conducted for each training and the tool is mainly used in the questionnaire • The ex ante evaluation : This questionnaire aims to firstly assess the initial level of each learner in general and specifically in relation to the educational objectives of training and secondly to collect suggestions, preferences and motivations of each learner in relation to training. • The hot ex post evaluation: The purpose of this questionnaire is to collect the assessment hot learners in relation to the training process . The questionnaire also allows each learner to self assess the outcome of the knowledge acquired during the session. • The cold ex post evaluation: The evaluation is performed a few months ( at least 03) after the session and have to be held on-site activities of the learner. The purpose of this questionnaire is to collect the assessment of learners compared to what they have learned during the training session. The questionnaire also allows each learner to self assess knowledge acquired after confrontation with realities.

24. Catalog of training center The catalog of training centers has been developed following the study on the training supply and helped identify and describe many of the schools / centers providing electricity and related sectors in Burkina Faso and Mali . This catalog is available on the website of the Project and two editions (print version) have already been completed. The third edition is in progress.