A SKILLS GAP ANALYSIS FOR PRIVATE SECTOR ...Table 4: SWOT Analysis of the Sierra Leone Economy Table...
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0 A SKILLS GAP ANALYSIS FOR PRIVATE SECTOR DEVELOPMENT IN SIERRA LEONE SIERRA LEONE 2012 ECONOMIC SECTOR WORK BY EMMANUEL MANNAH [email protected] /[email protected] + 232 – 76 - 607631 YVONNE NGADI GIBRIL [email protected] +232-76-651-945 NOVEMBER, 2012
Transcript of A SKILLS GAP ANALYSIS FOR PRIVATE SECTOR ...Table 4: SWOT Analysis of the Sierra Leone Economy Table...
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A SKILLS GAP ANALYSIS
FOR
PRIVATE SECTOR DEVELOPMENT IN
SIERRA LEONE
SIERRA LEONE 2012
ECONOMIC SECTOR WORK
BY
EMMANUEL MANNAH
[email protected] /[email protected] + 232 – 76 - 607631
YVONNE NGADI GIBRIL
[email protected] +232-76-651-945
NOVEMBER, 2012
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ACRONYMS
ABC Agricultural Business Center
ACIB Associate of the Chartered Institute of Bankers
AfDB African Development Bank
ATMs Automated Teller Machines
ATRIMs Agreement on Trade Related Investment Measures
BECE Basic Education Certificate Examination
BSL Bank of Sierra Leone
CEC Community Education Centre
COMAHS College of Medicine and Allied Health Sciences
DFID Department for International Development
ECOWAS Economic Community of West African States
FAO Food and Agricultural Organization
FBC Fourah Bay College
FBO Farmer Based Organization
FDI Foreign Direct Investment
GDP
GER
Gross Domestic Product
Gross Enrolment Ratio
GIZ German Agency for International Cooperation
GoSL
GTI
Government of Sierra Leone
Government Technical Institute
HND Higher National Diploma
THE
ICT
Higher and Tertiary Education
Information Communication Technology
ILO International Labour Organization
IPAM Institute of Public Administration and Management
JSS Junior Secondary School
MDAs Ministries, Departments and Agencies
MEST Ministry of Education, Science and Technology
MLESS Ministry of Labour, Employment and Social Security
MMCET Milton Margai College of Education and Technology
MOFED Ministry of Finance and Economic Development
MTI Ministry of Trade and Industry
NaSCA National Commission for Social Action
NAYCOM National Youth Commission
NCTVA National Certificate for Technical and Vocational Awards
ND National Diploma
NGO Non Governmental Organisation
NORAD Norway Agency for Development Cooperation
NPSE National Primary School Examination
NSADP National Strategic Agricultural Development Plan
NTB National Tourist Board
OSHD
PCR
Office of Social and Human Development
Proxy Completion Ratio
PPP Public Private Partnership
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PRSP Poverty Reduction Strategy Paper
PSDS Private Sector Development Strategy
RAI Rural Agricultural Institution
SCP Smallholder Commercialization Program
SIDA Swedish International Development Agency
SLCCIA Sierra Leone Chamber of Commerce, Industry and Agriculture
SLIEPA Sierra Leone Investment and Export Promotion Agency
SLIHS Sierra Leone Integrated Income Household survey
SMEs Small and Medium Enterprises
SSS Senior Secondary School
TTC Teacher Training College
TVET Technical Vocation and Educational Training
UNDP United Nations Development Program
UNICEF United Nations Children’s Fund
USAID
USL
United States Agency for International Development
University of Sierra Leone
WAEC West Africa Examination Council
WARBO West Africa Regional Branch Office
WASSCE West Africa Senior School Certificate Examination
WTO World Trade Organization
YESP Youth Employment Support Project
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TABLE OF CONTENT
1.0 Executive Summary……................................................................................................................ 2 2.0 Background………………………………………………………………………………………………………………………………. 4 2.1 Introduction………………………………………………………………………………………………………………… 4 2.2 Objective…………………………………………………………………………………………………………………….. 5 2.3 Scope of Study…………………………………………………………………………………………………………….. 5 2.4 Methodology………………………………………………………………………………………………………………. 6 2.4.1 Desk Research……………………………………………………………………………………………….. 6 2.4.2 Sample Design and Sample Technique…………………………………………………………… 6 2.4.3 Questionnaire Development…………………………………………………………………………. 6 2.4.4 Research Administration and Strategy…………………………………………………………… 7 2.4.5 Limitations……………………………………………………………………………………………………. 7 3.0 The Labour Market………………………………………………………………………………………………………………….. 9 3.1 Sierra Leone Labour Market……………………………………………………………………………………….. 9 3.2 Employment Policy Challenges……………………………………………………………………………………. 10 3.3 Local content Policy……………………………………………………………………………………………………. 11 3.4 Gender Disparities………………………………………………………………………………………………………. 11 3.5 Youths………………………………………………………………………………………………………………………… 12 4.0 The Role of the Private Sector…………………………………………………………………………………………………… 14 4.1 Past Trends……………………………………………………………………………………………………………………. 14 4.2 Investment Environment……………………………………………………………………………………………….. 14 4.3 Recent Policy Direction…………………………………………………………………………………………………… 15 4.4 The Private Sector Involvement in Key Sectors………………………………………………………………. 16 4.4.1 Agriculture Sector…………………………………………………………………………………………….. 16 4.4.2 Mining Sector…………………………………………………………………………………………………… 18 4.4.3 Tourism Sector…………………………………………………………………………………………………. 20 4.4.4 Banking Sector………………………………………………………………………………………………….. 22 5.0 Skilled Manpower Demand Analysis………………….……………………………………………………………………… 25 5.1 Agriculture Sector…………………………………………………………………………………………………………. 25 5.1.1 Agriculture Skills Audit by specialization and by operation.…………………………….. 25 5.2 Mining Sector……………………………………………………………………………………………………………….. 27 5.2.1 Mining Sector Skills audit by specialization and by operation…………………………. 78 5.3 Tourism Sector……………………………………………………………………………………………………………… 29 5.3.1 Tourism Sector Skills audit by specialization and by operation……………………….. 29 5.4 Banking Sector……………………………………………………………………………………………………………… 30 6.0 Skills Training Supply………………………………………………………………………………………………………………… 32 6.1 Structure of Education System……………………………………………………………………………………….. 32 6.2 Overview of the Education System…………………………………………………………………………………. 33 6.2.1 Institutions……………………………………………………………………………………………………. 33 6.2.2 Enrolment……………………………………………………………………………………………………… 34 6.3 Sources of Skills Training Supply for Key Sectors…………………………………………………………….. 36 6.4 Training Programmes and Courses…………………………………………………………………………………. 48 6.5 Skilled Manpower Supply………………………………………………………………………………………………. 40 6.5.1 Formal Educational Establishments…………………………………………………………………… 40 6.5.2 Private Sector Initiatives…………………………………………………………………………………… 42 7.0 Skills Gap Analysis…………………………………………………………………………………………………………………….. 44 8.0 Recommendations……………………………………………………………………………………………………………………. 49 9.0 Action Plan Matrix……………………………………………………………………………………………………………………. 52
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Annexes
I Registered Students and Academic Staff in Tertiary Institution
II Annual Exports by Commodities
III Gross Enrolment and Proxy Completion Ratios by School Level
IV Agriculture Survey Questionnaire
V Mining Survey Questionnaire
VI Tourism Survey Questionnaire
VII Banking Survey Questionnaire
VIII Training Institutions Questionnaire
VIV Employee Attitude Questionnaire
X Graduate Career Questionnaire
10. List of Tables
Table 1: Percentage Contribution to GDP by Key sectors
Table 2: Percentage Employment of Sierra Leoneans by Key Industries
Table 3: Trends in Gender Distribution of Formal National Work Force in Key Sectors
Table 4: SWOT Analysis of the Sierra Leone Economy
Table 5: Artisanal Mining Licenses and Number of Workforce (2012
Table 6: Registered Tourist Establishments with NTB in 2012
Table 7: Passenger Arrivals and Departure
Table 8: Commercial Banks in Sierra Leone
Table 9: Number of Workers in Agricultural Sub-Sectors
Table 10: Agriculture Sector Skills Requirements
Table 11: Table 11: Mining Sector Labour Demands by Scale of Operation
Table 12: Mining Sector Skills Requirements
Table 13: Number of Staff Directly Employed in the Tourism Industry
Table 14: Tourism Sector Skills Requirements
Table 15: Distribution of Education Institutions in the Regions for 2010/11
Table 16: Enrolment by School Level
Table 17: Programmes/Courses offered by core Tertiary Institutions
11. List of Charts
Chart 1: Agriculture Sector Contribution to GDP
Chart 2: Mining Sector Contribution to GDP
Chart 3: Registered Tourist Establishment in 2012
Chart 4: Revenue Earned from Tourism
Chart 5: Annual Growth in Deposits and Advances Extended by Banks
Chart 6: Commercial Banks’ Contribution to GDP and Returns on Assets
Chart 7: Trends in Student Enrolment by School Level
12. Bibliography
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ACKNOWLEDGEMENT
The consultants recognize Mr. Shiaka Kawa - Director of Export Development (SLEPA); Mr.
Cecil J. Williams - General Manager of National Tourist Board (NTB); Mr. Wudie of National
Youth Commission Sierra Leone; Mr. Ibrahim Kargbo - Director of Data Processing Division,
Statistics Sierra Leone; Dr. Momoh – Fonigay Lavahun of GIZ and Mr. Osman Lahai - Head of
Media and Communication, London Mining Company Sierra Leone for the data provided.
Special gratitude goes to Mr. Sullay Conteh - Project Manager of the Tertiary Education
Commission, Professor David Koroma of the Tertiary Education Commission and staff of the
Ministry of Education Science Technology (MEST) for their technical support during the study.
The consultants are grateful to Mr. Denis Vandy - Permanent Secretary, Ministry of Labour and
Social Security; Mr. John Sumaila - Development Secretary, MoFED; Mr. Mustapha Gibril of the
Ministry of Mineral Resources; Mr. Bob Conteh of the Small holder Commercialization Division
in the Ministry of Agriculture and Food Security; Managers and Directors of Commercial Banks,
Mining and Agriculture Companies (those who participated in survey); Madam Altonia - Taylor
of Human Resources Department of Addax Bioenergy Sierra Leone; Madam Maria, General
Manager of Ned Oil Sierra Leone; Mr. Bockarie of Shadow Mining SL Limited and all those who
participated in the survey and interviews.
Special thanks go to Mr. Munyaradzi M. Hove, the ILO consultant at the Ministry of Labour and
Social Security in Sierra Leone for the contributions made to the study.
.
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1.0 EXECUTIVE SUMMARY
The Sierra Leone economy is dependent on the private sector to turn its wheels and move it to
another level. The country needs to promote private sector initiatives and develop the
environment and potential for private enterprise to thrive. A well trained and highly qualified
work force is necessary for the key sectors in which the private sector is involved.
This study is an analysis of the current demand and supply of skilled labour in the key production
sectors of agriculture, mining and tourism. Given that the banking sector has a key role in most
sectors, the demand and supply of skills in the sector was also analyzed.
Section 2 gives the background of the Sierra Leone economy and puts in context the rationale of
the study, noting that it is important for private sector investment to make its way into these
sectors and skilled labour would be needed to sustain development. The methodology and
limitations of the study are also highlighted in Section 2.
An overview of the Sierra Leone labour market, noting the policy changes, gender and youth
employment issues are discussed in Section 3. Youth employment and empowerment are
important aspects of labour given the age structure of the population.
In Section 4, policies and trends in investment and corresponding growth in the key sectors of the
study are discussed.
The demand in the key sectors for skilled labour is discussed in section 5 identifying the skills gap
as discerned from the survey conducted and data from the main players.
The supply side of the skills gap analysis is dealt with in Section 6, including an overview of the
structure of the education system, the source of skills training supply for the key sectors and the
programme of courses available in the core training institutions
The conclusion to the study in Section 7 confirms that there are skills gap in the key sectors that
can be traced across the spectrum of the education system. The efforts of the government to
address some of the challenges in the education system were noted but also that there is a lot more
to be done for education to respond to the needs of the market. The core tertiary and higher
education institutions must be given as much attention as has been given to basic education.
The key players in both the supply and demand side must collaborate in concrete ways and in a
structured manner that would be beneficial to private sector development. The study highlights
the need for periodic curriculum review of the primary training institutes in conjunction with
industry.
The recommendations in Section 8 are based on the information available within the scope of the
study. Apart from the emphasis on curriculum review and constant dialogue between industry and
training institutions, private sector companies are required to play a more pivotal role in ensuring
that their demand for skilled labour is being catered for.
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Key institutions such as MMCET that supply middle to high level skilled labour should be
provided with the necessary logistics and other support to upgrade the quantum and quality of
their output.
Efforts should be made to review and finalize the draft National TVET policy that was prepared
by MEST in 2010 in order to organize, monitor and supervise the numerous TVETs. A holistic
review of the existing TVET institutions is necessary to appraise their curriculum, programmes
and courses, and certification processes.
Recommendation is made for the mandate of the Tertiary Education Commission to be modified
to make the institution more proactive.
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2.0 BACKGROUND
2.1 Introduction
Sierra Leone is a small country in West Africa with a diversified and rich natural resource base
comprising of iron ore, rutile, bauxite, gold, diamonds, ample heavy rainfall and vast cultivable
land with varied agro - ecological conditions and great tourism potentials. Sierra Leone has
enjoyed a decade of peace and stability since the end of a civil war in 2002. Post-conflict recovery
and peace-building have re-established conditions conducive for economic growth and social
development.
Mining and mineral products remain the major source of hard currency earnings accounting for
most of the country's exports, while subsistence agriculture engages about 60 percent of the
population. The economy depends on the continued receipt of substantial aid from abroad, which
is essential to offset the severe trade imbalance and to supplement government revenue. Sierra
Leone’s Gross Domestic Product (GDP) has been growing at an annual average rate of over 7%
between 2002 (the end of the civil war) and 2007. However it declined to a growth rate of 3.2% in
2009, partly as a result of the adverse effect of the global economic downturn on certain
commodity prices, particularly diamonds and cocoa. GDP growth rebounded again to 5.3% in
2010, 5.7% in 2011 and a projection of 6.2% for 20121
Table 1: Percentage Contribution to GDP by Key sectors
Sector 2008 2009 2010 2011 2012
Agriculture 39.45 40.05 39.49 39.22 41.47
Mining 2.87 2.90 3.17 2.79 22.13
Tourism & Trade 7.08 6.98 7.05 7.44 6.05
Banking 1.37 1.52 .1.54 1.58 1.32
Manufacturing & Handicrafts 2.39 2.16 2.24 2.42 2.02
Education 3.40 3.09 3.08 3.11 2.54
Transport & Communication 7.07 8.11 8.02 7.94 6.22
Construction 1.96 .1.76 1.93 2.19 1.96
Utilities (Water & Electricity) 0.69 0.61 0.60 0.59 0.47
Others 36.16 32.82 32.88 32.72 15.84 Source: Statistics Sierra Leone – 2011 Annual Economic Survey: May, 2012
Sierra Leone has a narrow export base comprising mainly of mineral and agricultural products.
The eleven year civil war led to a drastic decline in the country’s export performance. Official
mineral and agricultural exports ceased as major production areas were affected by the conflict.
Between 2004 and 2007, there was strong recovery of exports, especially minerals. Exports
however had a nose dive at the beginning of 2008 due to the global economic meltdown as world
prices for minerals fell by almost 50%. Exports earning however showed a very significant
recovery and growth by 2011 going forward. The phenomenal growth projected for 2012 is due
mainly to the growth in iron ore export from 339,322.00 metric tons in 2011 to 2,807,454.10
metric tons for 2012 ( See Annex II for annual exports by commodities).
1 African Economic Outlook, Sierra Leone.
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The robust economic growth performance after the war has not been translated into a
corresponding increase in productivity and adequate or meaningful employment opportunities. The
legacy of the civil war, which did significant damage to the country’s investment, continues to
affect employment promotion efforts. Structural problems of the economy and labour market
imbalances have compounded the challenges of post-conflict reconstruction. This has made access
to productive employment opportunities, especially for young men and women, a difficult
development objective for Government, as indicated in the Poverty Reduction Strategy Paper
PRSP II for 2009-2012 (‘Agenda for Change’).
2.2 Objectives of the Study
This study is a detailed skills gap analysis aimed at identifying the current demand and supply of
skilled labour in the main productive sectors in Sierra Leone, which have been identified as
priority sectors in the National Export Strategy noting that they have the potential to generate
employment. These sectors include Agriculture, Mining and Tourism. The Banking sector is
included as a cross-cutting sector whose growth should move in tandem with investments in other
economic sectors.
The analysis will provide the Government of Sierra Leone evidence-based data that will enable it
to make strategic choices on the priority skills for focus and where job creation is optimally
expected. The study will analyze factors affecting demand for skilled labour and the capacity of
the existing tertiary education system and training institutions to meet the growing demand of the
private sector. The study will also explore strategies and sector specific skills for the promotion of
private sector development.
2.3 Scope of Study
The study is an extensive skills gap analysis that focuses on relevant skills and sectors, with
particular focus on private sector development in agriculture, mining, tourism and the banking
sectors in Sierra Leone.
The study will outline the characteristics of the Sierra Leone’s labour market in order to
understand the relationship between the private sector skills requirements and the availability of
such skills. It will include a skills audit and gap analysis to ascertain skills shortages and gaps that
are needed for growth and development of the private sector.
It will analyze training institutions and skills development programmes, including donor
contributions that could enhance the employability of Sierra Leoneans. It will also identify policy
direction and realistic actionable plans for both the immediately and long term.
This study will provide where applicable, a gender disaggregated analysis in order to highlight
participation of women and youth in Sierra Leone’s formal labour market.
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2.4 METHODOLOGY
2.4.1 Desk Research
This study was conducted using a research framework that captured both primary and secondary
data. Primary data was collected through structured questionnaires. Key informant and in-depth
interviews were also conducted in the targeted sectors. Intensive pre-survey research work was
also undertaken.
Secondary data consisted of a variety of published and web-based documents, research papers,
and reports on private sector development and training. The documents included publications by
the government, educational institutions, NGOs, development partners such as World Bank,
IMF, DFID, GIZ, UNDP, UNICEF, FAO, IFAD, as well as experts in the field.
2.4.2 Sample Design and Sample Technique
A combination of cluster, quota, stratified and simple random sampling techniques were used in
the survey. Cluster sampling was used to sample the agriculture sector-cash and tree crop farming
concentrated in the eastern province, rice farming concentrated in southern province and tuber and
animal husbandry concentrated in the northern province of the country. A sample size of 30% of
agricultural farms across the country was selected using cluster sampling technique. The survey
was conducted using structured questionnaires. In-depth interviews were conducted with
representative staff of agricultural farms, ministry of agriculture, GIZ as well as local farmers and
employees within the agricultural sector value chain.
Quota sampling techniques were used to select representative samples from large, small and
artisanal categories of the mining sector, and samples from universities and TVET institutions in
the tertiary education sub-sector. A sample size of 25% of licensed mining companies was taken
using quota sampling techniques. The survey was administered using structured questionnaire.
Detailed interviews were conducted with selected mining company officials, representatives of
ministry of mines, as well as employees within the Sierra Leone mining sector.
Stratified sampling technique was used to select samples from classes 1,2,3,4 and 5 groups of
hotels and restaurants within the tourism sector. Simple random sampling techniques were used to
select samples for the banking sector. A representative sample size of 25% on the average was
chosen in a manner that reflected the characteristics of the population in each sector.
2.4.3 Questionnaire Development
The questionnaires were designed with thorough understanding of the demand side of the four
targeted sectors along with the Terms of Reference for the study. Given that some issues are
sector specific, sector specific questionnaires were also designed to cover each of the targeted
sectors (agriculture, mining, tourism, and banking). In addition, and in order to get some in-depth
information about the work environment and job satisfaction, employees’ attitude survey
questionnaires were designed and administered during the survey.
For the supply side analysis, two questionnaires (one for graduates from tertiary institutions and
one for the institutions) were designed. Extensive use of existing data such as annual number of
enrolment, annual graduations, courses offered by trainers, and graduate employment were used
to assess the current situation at the training institutions.
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2.4.4 Research Administration and Strategy
As the study aims to identify the attitude of three concerned groups, i.e. employers, labour
suppliers, and prospective employees, samples of respondents were selected from these groups.
Key informant interviews were conducted with senior officials of government ministries
(Ministries of Trade, Finance and Economic Development, Agriculture, Mines and Mineral
Resources, Tourism, Labour and Education, Science and Technology), and agencies such
SLIEPA and Sierra Leone Chamber of Commerce. Given that universities and TVET institutions
are responsible for preparing graduates for the job market, opinions of key stakeholders in these
institutions across the country regarding the present situation were solicited.
Information was also solicited from unemployed and employed graduates. This information is
useful in understanding the views and expectations of graduates. Interviews and personal
testimonies were resorted to for the collection of this information.
A validation workshop will be organized in consultation with key stakeholders from the private
sector, development partners, government officials, and officials from the African Development
Bank to share the study’s findings and to also solicit inputs or contributions for the final report.
The survey consisted of 108 questions that sought to address demand for, and supply of critical
and core skills amongst professionals, senior and middle level management, and technicians. The
questions also captured employees and graduates’ perceptions about the quality of training
provision and the prospects for employment in the following areas:
Agriculture
Mining
Banking
Tourism
Education and Training Institutions
Gender Disaggregation
2.4.5. Limitations
There was no primary data collected on the Tree Crop (cocoa and rubber) subsector of the
agriculture sector. This was due to limited time and bad road conditions at the time the survey
was conducted, especially to Kailahun and part of Kenema district where large cocoa and rubber
plantations are concentrated. This is important to note because these subsectors require
specialized skills that may be critical for the production of hybrid organic cocoa beans, and also
for process harvesting of the newly cultivated rubber plantations.
Response was low from final year graduates students at training institutions, this was due to the
timing of the survey (universities and TVET institutions were on vacation when surveys were
conducted). Also, while a 90% response rate was obtained among universities, Njala University (a
vital training institution for agriculture) did not respond to survey. This is important for the
review of Sierra Leone’s education system, particularly the agricultural training provisions in
order to examine trends in agricultural skilled labour supply, and also for assessing the capacities
of the university.
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While a 100% response was obtained from those surveyed, the targeted 25% sample size was not
met for the tourism sector. A number of tourist establishments did not respond to the
questionnaire, even though listed by the NTB; others could not be located indicating that they
may have closed down. It is likely that the turnover of restaurants, snack bars and guest houses is
relatively high.
This study mentions several skills that could be in demand; such skills should be seen as
examples as the list is not exhaustive. Once Sierra Leone outlines the direction of its skills
development, the study recommends a dialogue between stakeholders and sector specialists to
discuss detail on skills development plan and strategies.
The analysis on skilled manpower supply in this study does not ascertain the quality of training
including training materials used in training courses, budget allocation, qualifications of training
instructors in TVETs. The study notes that quality aspects of training including curriculum review
need further research to compliment this study.
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3.0 THE LABOUR MARKET
3.1 Sierra Leone Labour Market
Sierra Leone had an estimated population of 5.9 million in 2010 which is growing at an average
rate of 2.8% per annum. New entrants into the labour market in Sierra Leone estimated at 2.6
million in 20042 are more than the employment opportunities being created. Less than 15% of
the employed labour force is in regular wage employment. Among the employed, self-
employment in both urban informal sector and the rural cash crop economy is the largest
category, accounting for roughly half of total employment. The rest are employed in subsistence
agriculture and unpaid household activities, with little or no remuneration. Even among those
who are able to secure regular wage employment in the formal sector, the majority lack the
required skills to perform effectively, leading to underemployment.
The main feature of the general employment problem is lack of skills. One of the lasting effects
of the civil war in Sierra Leone is the disruption it brought to skills development and formal
education. The structure of the education and training systems in Sierra Leone were not in sync
with skills demand and equity in supply, given efforts for reconstruction and lack of capacity to
re-organize the same. Ideally, the education and training systems were to be providers of
necessary skills for both the public and private sectors, whereby the qualifications framework
would dictate which skills were needed depending on the graduate level. Likewise, there would
be clear guidelines for opportunities in upgrading of skills, which include the multi-entries and
exits within the systems. As a result of the non-existence of the afore-mentioned, to date, it is
believed that on the average, more than 60% of Sierra Leonean adults cannot read and write, and
a disproportionately high number of these are women3. Literacy rates are low, at 49% percent for
males and 29% for females (Statistics Sierra Leone 2005c).
Table 2: Percentage Employment of Sierra Leoneans by Key Industries
Industry 2007 2008 2009 2010 2011 2012
Banking 3.3 3.8 4.2 4.3 3.9 3.3
Construction 2.8 2.3 2.8 2.2 2.2 1.6
Agriculture 62.8 62.20 61.5 60.8 60.8 61.6
Tourism 0.7 0.3 0.4 0.4 .0.4 0.5
Manufacturing 1.5 1.5 1.8 2.1 2.2 2.2
Mining 1.2 0.9 1.1 1.4 5.4 6.9
Trade 1.1 0.9 0.9 1.1 1.2 1.3
Transport 1.4 1.2 1.2 1.4 1.2 1.0
Others 25.2 27.8 26.6 26.1 23.4 21.6
Total 100 100 100 100 100 100 Source: Statistics Sierra Leone - 2012
Dynamics within the Sierra Leone labour market indicates a huge skills gap between the labour
requirements of the private sector and the output from the education and training institution as
not many people are believed to possess marketable skills and professional work experience.
Additionally, Sierra Leone’s success after the war in attracting large scale investors in mining,
2 Sierra Leone Integrated Household Income Survey (SLIHS) - Statistics Sierra Leone in 2004
3 Employment Promotion Programme: Needs Oriented Qualification For Youth – GIZ (Sierra Leone 2012)
10
tourism, banking and commercial agriculture is putting pressure on the country’s supply of
specific skills.
Although labour force participation in the economy has increased since the end of the civil war,
especially amongst the poorest of the population, this rate is still low, particularly for young
people aged 15 to 25 years. Providing young people with education and skills to meet the
demand of the labour market remains a challenge. Data from the last Sierra Leone Integrated
Household Survey (SLIHS) of Statistics Sierra Leone in 2003/2004, estimated that about
800,000 people aged 15-25 were unemployed, employed without remuneration or
underemployed. Hence the employability of adult Sierra Leoneans must be improved through
needs-oriented qualification.
3.2 Employment Policy Challenges
Unemployment and underemployment as highlighted above can be traced to a combination of
structural problems in the economy and labour market imbalances and rigidities, which constrain
the potential of the economic system to secure optimal employment growth. Also, public
employment services are not effective in Sierra Leone. The MLESS does not operate employment
data bank to track or register job seekers and employment opportunities. Both employers and job
seekers rarely interact with the labour ministry when looking for jobs or filling vacancies.
There is no functional labour market information system in Sierra Leone. Also, there is a limited
logistical and technical capacity at MLESS to support such a system. The MLESS is however
working on a broader basis with ILO consultant to develop a National Employment Agenda.
Hence the major employment challenges in Sierra Leone could be summarized as follows:
High unemployment and underemployment, particularly among the youth.
The limited job opportunities created by the formal sector.
Low quality of many jobs (in terms of pay, occupational safety, health and
working conditions).
Under age employment or child labour and lack of what ILO refers to as
‘decent work’.
High proportion of labour force with no formal schooling and employable skills.
An education and training system whose outputs have limited skills and
knowledge demanded by the labour market, leading to mismatch between skills
and jobs.
Low levels of productivity, particularly in the informal sector and agriculture.
Lack of functional literacy among a large segment of the population of working
age.
Short supply of technical and entrepreneurial skills in the labour market.
Poor labour statistics and a non-existent labour market information system.
No current data on national unemployment-2004 census provides the most recent
data on employment.
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3.3 Local Content Policy
Due to the policy challenges outlined above, the domestic private sector has not been integrated
with the new investments. There has not been sufficient integration with the domestic market
through utilization of locally sourced products, employment of Sierra Leoneans at managerial
level, nor transfer of knowledge and skills to domestic firms and individuals.
The national policy on local content for Sierra Leone will ensure that there are linkages between
foreign companies or enterprises and the local economy. This policy, while building on the
efforts of the Government to promote foreign investment will require investors to meet a set of
performance targets in their operations.
The rationale for the policy is to ensure that there is sufficient linkage between the local
economy and foreign enterprises. By setting specific performance requirements, the Government
aims to ensure that the benefits that Sierra Leone seeks to obtain from FDI including improved
technology and managerial skills are integrated into the domestic market and distribution
networks. Also, the policy will design a benchmark for negotiations of investment agreements
which will be guided by set a of requirements in the policy that could apply not only to large
domestic and foreign firms but also to their affiliates such as operators, contractors,
subcontractors, and other entities involved in any project, operation, activity or transaction in
Sierra Leone.
The overall goal of the Local Content Policy is to promote growth and development of the
domestic private sector by creating linkages with domestic and foreign firms through the
utilization of local resources and products, promote the integration of the Sierra Leoneans in all
economic activities. The Local Content Policy will also set a policy framework for the consistent
implementation of sectoral based local content policies for key sectors of the economy including
oil and gas, mining, tourism, agriculture.
The objective of the policy is to develop the human and institutional capacity of Sierra Leoneans
through training and transfer of knowledge and technology from foreign firms to Sierra
Leoneans; it also seeks to promote employment of Sierra Leonean citizens through participation
in the private sector.
3.4 Gender disparities
Prejudice against women is believed to exist in different types of employment, due mainly to
unequal access to technical education and socio-economic opportunities. Typically, more men
have access to paid jobs than women, and women earn less from paid employment than men. In
general, women in the labour force are concentrated in unpaid household and family work or
relatively low-quality jobs which generate meagre incomes. The wide gender disparities in
employment must be addressed through training interventions that could be designed to combat
low literacy rates among girls and confront traditional and cultural practices (early marriages in
rural areas) that are major obstacles to gender equality toward formal education.
12
Table 3: Trends in Gender Distribution of Formal National Work Force in Key Sectors
Industry 2007 (%) 2008 (%) 2009 (%) 2010 (%) 2011 (%)
Male Female Male Female Male Female Male Female Male Female
Banking 87.8 12.2 79.8 20.2 80.3 19.7 71.1 22.9 77.5 22.5
Construction 95.9 4.1 95.8 4.2 96.7 3.3 95.9 4.1 96.5 3.5
Agriculture 95.2 4.8 95.3 4.7 95.2 4.8 95.8 4.2 93.3 6.7
Hotel & Restaurant
60.5 39.5 66.8 33.2 65.4 34.6 62.7 32.3 67.5 32.5
Manufacturing 78.3 21.7 73.8 26.2 66.4 33.6 67.7 33.3 67.5 32.5
Mining 90.4 9.6 94.5 5.5 89.1 10.9 84.7 15.3 74.3 25.7
Trade 58.6 41.4 58.7 41.3 59.7 40.3 58.9 41.1 55.8 44.2
Source: Statistics Sierra Leone-2012 Special Report to MoFED
3.5 Youths
Youth is defined as persons aged between 15 and 35 years4. According to the definition, the youth
population of Sierra Leone is currently estimated to be between 1.5 and 1.7 million. Young men
and women bear the brunt of unemployment and underemployment. The majority of the youth
labour force is not productively and gainfully employed, which represents a waste of the
country’s human resource base needed for development.
For a long time, there has been the realization that better education is the key to societal and
global productivity, and personal and social wellbeing. In Sierra Leone, this issue can be framed
into specific questions about how to handle educational reform. What are the pathways, and from
what starting point, can immediate results be achieved? How can the bar be raised in our
educational institutions and the skills gap closed for our industries.
Recently, a cluster of interventions have emerged, different from those starting from a weak base
than those that have already made significant success. Pathways are playing themselves out in
each context. What is lacking however, are specific strategies that can achieve breakthrough,
interventions that can build ever-increasing momentum, how the education system can sustain
improvement, and especially how it can move to the next stage of national development. In
retrospect, this study will take an industry wide demand driven approach to visualize the critical
areas that the education sector should focus to close the skills gap in the private sector.
Youth employment and empowerment is as a crucial component of any employment creation
policy, not only because youth bear the brunt of the problem but also on account of the
demographic make-up of the country with young people under 24 years accounting for over 45%
of the total population. With the youth labour force envisaged to be growing much faster than the
creation of new jobs, Government must give a high priority to youth employment in its
development strategy especially the “Agenda for Prosperity”.
4 Youth Policy and Youth Commission Act of 2010
13
Prominent among the numerous youth employment initiatives and schemes that have been
introduced is the Youth Employment Support Project (YESP) which is funded by the World Bank
and implemented by the National Commission for Social Action (NaCSA) and the National
Youth Commission (NAYCOM) in collaboration with other relevant MDAs.
NAYCOM is charged with administering a National Youth Service Programme that Government
intends to launch soon. The programme would allow young people to gain practical experience
as part of the transition from education to the world of work, as well as provide them with an
opportunity to contribute to national development throughout the country.
In addition to specific employment projects targeted at youth and other vulnerable groups in the
labour market, there are other development-enhancing strategies and initiatives by Government
and its development partners that have immediate and medium-to-long-term implications for
employment generation. These include the Private Sector Development Strategy, which was
developed by the Ministry of Trade and Industry in 2009 with the stated aim of providing secure,
well-paid jobs for Sierra Leoneans by increasing the number of jobs created in the formal sector
each year. The strategy underlines the Government’s vision that the creation of a
vibrant private sector was the key to wealth creation and sustainable job growth.
Support and financial assistance from development partners, especially the UNDP, Irish Aid,
World Bank, SIDA, NOROD, GIZ, are being used by different agencies to develop the skill
levels in the country. Between 2007 and 2011, support from donors to TVET institutions and
other national agencies for skill development amounted to total of USD 8,476,1145. During the
same period, more than 10,000 youths were trained in different trades and technical skills in
tailoring and hair dressing, home management & catering, masonry, refrigeration and air
conditioning, metal, welding & fabrication, plumbing, agriculture, carpentry and automotive.
The National Commission for Social Action (NaCSA) is being used by the Government to
execute a variety of the projects and development activities under the Agenda for Change that
has employment promotion and capacity building implications. NaCSA projects, which are being
implemented in all 14 districts, cover labour-intensive public works pertaining to feeder roads
and rural infrastructure such as water and sanitation facilities, support for agricultural activities
and quick-impact youth employment schemes including micro enterprises.
Other direct donor inventions in skills development include a graduate pay placement pilot
project currently undertaken by UNDP and the Public Private Partnership (PPP) programme
initiated by GIZ. In the graduates’ placement payment scheme, UNDP pays for graduates for a
period of six months to do job trainings (internships) with a private company during which
period, graduates will learn practical work skills for permanent hire by the host company. In the
public private partnership arrangement, GIZ facilitates twining between a training institution (St.
Joseph’s Vocational Institute) to provide technical and skills training for workers of a private
company (London Mining Ltd) on terms and conditions acceptable to both parties. Both
initiatives are new(pilot) programmes and therefore need time to ascertain their viability.
5 Basket Fund & PBF Support to National Youth Employment Programme; 2007 – 2011.
14
4.0 THE PRIVATE SECTOR
4.1 Past Trends The private sector in Sierra Leone has struggled to develop over the years due to combination of
market failures such as uneven access to information, lack of direction for coordinating economic
activities, and government failures (corruption, administrative barriers), property rights, and
labour and land laws. The sector, has for long been stagnant and dominated only by few large
businesses concentrated in few sectors (industrial mining, finance, communication, and wholesale
and retail trade).
4.2 Investment Environment Support for Foreign Direct Investment (FDI) is another priority for the GoSL. Investment is
increasing, and the government has demonstrated commitment to reforming trade and investment
policies to encourage private sector led economic growth. These efforts are making impact as
there are encouraging signs for the country’s investment climate; recently, the World Bank
ranked Sierra Leone 141 among 183 countries in its 2012 Doing Business Report. Among the
subcategories in the report, Sierra Leone ranks 29th globally in protecting investors and 72nd in
ease of starting a business. The labour market is however not responding adequately in supplying
the skills needed to fill the job vacancies emerging out of the reforms. The labour market is
constrained by illiteracy and little training, as core skills in middle management remain rare.
Table 4: SWOT Analysis of the Sierra Leone Economy
Strengths Weaknesses
Favorable soil and climatic condition for agriculture
Availability of land for commercial agriculture
Good primary attraction sites and rich cultural heritage for tourism
Pleasant weather conditions for visitation
Untapped kimberlite diamond and gold deposits
High grade deposits of rutile, bauxite, and iron ore.
Availability of diverse fishery resources
High consumer preference for Sierra Leone fish products
Kimberly certification and high quality diamond and gold products
High religious tolerance and diverse culture
Minimal or no value addition to both agricultural and mineral products
Shortage of skilled labour
Low literacy rate - more than 70% of adult cannot read or write.
Poor branding and marketing of Sierra Leone tourism industry overseas
Lack of adequate infrastructure (energy supply, hotels, transportation)
Weak fisheries monitoring and surveillance system
Lack of quality control mechanism
Insufficient research in mineral and marine sectors
Weak operational and financial capabilities in rural (farmer) communities
Low yield and poor farming methods
Low delivery of Health and Sanitation
15
Opportunities Threats
Emerging minerals (columbine, tantalite, platinum, chromites, zircon) with a strong potential for export
New legal framework that foster transparency in mining sector
Improved and growing investment climate
Regional (ECOWAS) and international (South – South, AGOA) Cooperation
Access to high yield (cocoa, rice, cassava) varieties.
Second largest natural harbour
Environmental degradation from mining and agricultural activities
Organized crime (smuggling) in mining industry
Fluctuations in commodities’ prices in global market
Illegal and unregulated fishing practices
Social unrest in mining and large scale agricultural communities
Conflicts and regional drug trafficking (Guinea Bissau, Mali, etc)
Poor Sanitation and General Hygiene management
High rate of corruption in the public sector
4.3 Recent Policy Direction The government of Sierra Leone (GoSL) developed a strategy for private sector development to
address the constraints by creating the Sierra Leone Investment and Export Promotion Agency
Act 2007. Through the Act, the government has established the Sierra Leone Import and Export
Promotion Agency (SLIEPA) as the official agency focusing on developing policies and
programs to stimulate local and export trade, improve the investment climate, encourage
expansion and diversification of exports.
The government is working continuously to improve the integration of the private sector, and the
use of modern technologies especially in the mining, agriculture, tourism sectors as well as
building the industrial base for job creation.
According to the Sierra Leone National Export Strategy 2010 – 2015, the government of Sierra
Leone through SLIEPA prioritized agriculture, fisheries, mining and tourism as the focal sectors
of economic development (on criteria relating to their current contribution to exports, GDP and
employment). The banking sector embracing the financial services was identified among the cross
– cutting sectors. Pertinent to this policy focus, the national strategy calls for the revitalization of
agriculture, mining and the tourism sectors. If the government pursues economic growth in this
direction, Sierra Leone would see robust skills demand from these primary sectors including their
related sub –sectors through backward and forward linkages.
The increase in demand would be observed for diverse skills such as agricultural extension
service workers, civil and mining engineers, customer service, mechanics, heavy duty machine
operators, account clerks, plumbing, and bookkeeping.
Improvement in tourism constitutes an important aspect of the export strategy as Sierra Leone is
endowed with abundant, diversified natural and cultural attractions including beautiful beaches,
islands, waterfall, mountains and wildlife sanctuaries. These sites could attract tourists if
16
investments are made to adequately develop the country’s infrastructure. Skills that could be in
demand for this sector includes food hygiene, hotel management, language skills, customer care
and tour operators.
4.4 THE PRIVATE SECTOR INVOLVEMENT IN KEY SECTORS This section contains an analysis of present situation and future trends for four major targeted
sectors in which the private sector is actively involved. It is assumed that the growth of these
sectors may be constrained by the shortage of the relevant skills.
4.4.1 Agriculture As large sections of the country’s labour force are engaged in subsistence agricultural production
as well as low-skilled rural informal sector work, Sierra Leone faces a vicious cycle of low
productivity and low income, which underpins the pervasive problem of poverty. With the
entrance of big players (Addax Bioenergy, Biopalm SL limited, Bengal Agro SL limited) into the
sector; provision of relevant skills to feed the sector is becoming urgent. Also, within agriculture,
potential growth sub - sectors exist in forestry, fisheries, oil palm, cocoa, rice, food processing,
marketing and storage. Thus, the skills that are required for agriculture to generate substantial
productive and gainful employment, through expansion and transition from subsistence and
smallholder farming into commercial agriculture and agro-processing for export is paramount.
Agricultural Production and Labour Composition
The Ministry of Agriculture and other government agencies (SLIEPA and the Smallholder
Commercialization Program) have jointly granted permission to 42 agricultural firms to
undertake commercial farming and related activities in different locations in the country. These
exclude the subsistence (individual to communal) high labour intensive production for household
consumption.
There are five sub-sectors in the industry including:
i. Oil palm and Sugar cane plantations-comprising mostly large scale commercial
agriculture. Large scale agricultural farms are owned by foreigners and foreign
corporations. Key players in this subsector currently include: ADDAX Bio-Energy,
SIVA Group, SOCFIN Agricultural Company, Complant Magbass Sugar Company Ltd,
Gold Tree, Africa Felix, Palm Fruit Processing, Sepahan Africa Agricultural Company,
Quifel Agriculture Ltd, Gbelene Agricultural Project and Ned Oil Ltd. There are about 15
established medium to large scale commercial farms in this sub-sector across the country
with each expected to employ on average 2,000 workers when operating at full capacity.
Total demand for direct employment in large scale commercial oil palm and sugar cane
plantations and agricultural processing is therefore estimated at 30,000 workers.
ii. Cocoa and rubber plantations are special categories of tree crops that offer major potential
for increase in employment and incomes in rural communities. Key plantations and
commercial farms include Merish (Red Coat), Italian Agriculture Company SL Ltd,
17
Tropical Farms Ltd, and Bio United and Gold Tree. These companies employ an average
of 400 workers each leading to 2,000 direct employments.
The cocoa subsector holds strong promise for growth in the coming years as international
market conditions remain sufficiently robust to absorb export from Sierra Leone. The
sustainable Tree Crop program currently underway in cocoa producing areas is bringing
valuable experience about the future skills required. It is estimated that 195,000
households are directly involved in cultivation and marketing of produce in the cocoa
subsector. With an average of 5 adults per household, this translates to 975, 000
employments in rural communities. Thus, total labour demand in the subsector is
estimated to be in the region of 977,000.
iii. Grains and tuber, including rice, sorghum, cassava (garri), potato and ginger.
Key players in this subsector include: Arul Rice, Genesis Farms SL Ltd., Sierra Agri Ltd.,
Peninsular Group of Companies, Tegeteh Rice Mill Company, African Agricultural
Corporation. There are about 12 established mechanized commercial farms engaged in the
production of grains and root crops, found mostly in the North and Southern regions of the
country. Production in this subsector is yet to take off on a large scale, and average
employment per farm is around 400 people. This translates to a demand of 4,800 paid
employments in the subsector. This subsector also holds great promise as the country
moves towards self sufficiency in rice production through mechanized commercial
farming.
This subsector is the largest employer of informal agricultural labour. It provides self
subsistence employment for an estimated 1,500,000 people in rural communities. Total
labour demand in the grains and root crops subsector is therefore 1,504,800.
iv. Livestock/Animal husbandry, composing of mainly poultry and cattle. Key players
include: Yele Poultry, Leecon Poultry Farm, Monkey Bush Poultry, Yetes Sunshine
Poultry, and Pajah & IJ Ltd. Ownership of most of the enterprises is local, with few
foreign operations; mostly new entrants (Pajah & IJ Ltd). This is the least producer of
immediate and direct labour in the agricultural sector. Approximately, there are about
1000 poultry and cattle commercial workers across the country.
v. Value Chain Smallholder Commercialization
The Smallholder Commercialization Program (SCP) is composed of a nationwide network
of agribusiness service that gives rural coverage for retail outlets of agricultural inputs and
produce marketing. The service points are Agricultural Business centres (ABC’s) which
serve as bulking centres for agricultural inputs and outputs. ABCs provide integrated end
point delivery of multiple agricultural services to enhance the value chain. Membership of
the ABC is composed of farmers’ based organizations (FBOs) in rural communities. The
organizational structure of the ABC allows gender equity in its leadership and also permits
it to collaborate with special interventions to provide a social safety net, by identifying and
transferring support to vulnerable members of the community.
Each ABC is made up of 200 members. There are currently 195 ABCs across the country. Total
estimated employment for the Smallholder Commercialization Program is 39,000. Smallholder
18
agricultural entities average around 300 to 400, of which 95% are locally owned. Smallholder
entities are based on the concept of the (ABC) approach - a farmer owned institution that provides
rural communities a place on their door step to trade goods and services as a business.
Members of the Farmer Base Organization (FBO) in ABC’s are the end point for service delivery
and the ABC serves as an interface between these farmers and service providers. The Agricultural
Business Centre approach attempts to bridge that gap by applying the principles of cooperative
development in a paradigm of a community approach that empowers and maintains freedom of
association in rural communities.
The agricultural sector accounts for 41% percent of GDP and provides employment for about
60% of the labour force. The sector’s contribution to GDP has remained relatively the same in the
last 5 years, increasing slightly from 39.5% in 2008 to 41.5% in 20126. The sector is unique in
generating domestic earnings with more direct cash to household income. It holds promise to
contribute more significantly to export earnings in the future, and it is also expected to make
meaningful contributions towards human, economic, industrial and social development,
particularly in rural communities.
Chart 1: Agriculture Sector Contribution to GDP(2008-2012)
4.4.3 Mining
The re-activation of rutile, bauxite and diamond mining and renewed exploitation of iron ore,
gold and other valuable minerals after the civil war has restored mining as important sector in
the economy. The sector is already providing additional opportunities for job creation and
revenues for government. London Mining Company (one key player) in the sector recently
commissioned a second new plant to fast track operations to achieve production targets for
2012. Increase in investments in the mining sector would impact positively on national
development, and will ensure that opportunities for direct and indirect employment of local
labour are optimized with respect to both on-site work and provision of ancillary services.
6 2011 Annual Economic Survey – Statistics Sierra Leone, May, 2012 Vol4.
39,45
40,05
39,49 39,22
41,47
38
39
40
41
42
2008 2009 2010 2011 2012
% o
f G
DP
19
Mining Sector Operations and Labour Composition
The ministry of Mines and Mineral Resources is currently coordinating the operation of
approximately eighty registered mining companies with over five hundred (500) valid
licenses7 to mine in different locations across the country. These exclude the artisanal (local
to semi-mechanized) production of precious minerals. The analysis starts with locating the
sector focus on general total labour requirements (demand) for labour and the acquisition of
skilled manpower for operations to sustain the growth of the industry.
There are three sub-sectors in the industry including:
i. Large scale mines, including prospecting and exploration of non-precious and precious
minerals- iron ore, rutile, bauxite, gold and diamonds. Large scale mines and exploration
licenses are owned by foreigners and foreign corporations. Key players in this subsector
currently include: African Minerals, London Mining, Koidu Holdings, Cluff Gold, and
Sierra Rutile with each expected to employ on average 7,000 workers when operating at full
capacity. Total demand for direct employment in large scale mines is therefore estimated at
35,000 workers.
ii. Small Scale Mechanized mine operations create opportunities for locals (mostly land owners)
to partner with foreign individuals and companies. There are a total of thirteen small scale
mining companies with eighteen active operational licenses (engaged in the production of
precious minerals, mostly diamonds and gold). The mining policy requires100 manpower per
license for small scale operation. This translates to direct labour demand of 1,800 people for
small scale mining operation across the country.
iii. Artisanal production of precious minerals – diamonds and to a lesser extent gold. This is the
largest producer of immediate and direct local labour for mining communities.
Approximately, there are about 32,000 artisanal miners operating legally across the country.
Ownership of licenses is local, but operations are mostly financed by home based investors-
mostly Lebanese nationals. Below is a table with details of active artisanal licenses by
regions.
Table No. 5: Artisanal Mining Licenses and Number of Workforce (2012)
Region No. of Licenses
(2012)
No. of Worker
/License
Total workforce
Required
North 165 50 8,250
South 200 50 10,000
East 275 50 13,750
Total 32,000
The mining industry contributed about 20 percent of GDP until the closure of major mines
(bauxite and rutile) in 1995. Since the end of war in 2002, the industry has been contributing
significantly to exports earnings. In terms of sector contribution to GDP, there was slight upward
trend indicating an increase from 2.87% in 2008 to 2.99% in 2011. Projections for 2012 indicate
7 All records 2012 – Ministry of Mines and Mineral Resources
20
that the sector would account for 22.13 percent of GDP8. It generates more foreign exchange
earnings, with more direct cash to government revenue. The sector is also expected to make
meaningful contributions towards social, economic, industrial and infrastructural development,
particularly in rural areas.
Chart 2: Mining Sector Contribution to GDP (2008-2012)
4.4.3. Tourism
Tourism is viewed as one of the leading service sectors in the 21st century together with
telecommunications and information technology. The sector is usually a good generator of
foreign exchange and has the potential to stimulate small and medium-size industries, creating
employment as well.
Sierra Leone has a huge potential for the tourism sector to be a major revenue earner. The
country’s abundant natural and cultural attractions such as picturesque beaches and mountains,
wild life sanctuaries, offshore tropical islands, verdant jungles, rich cultural heritage are
sufficient to give impetus to the industry. Furthermore, the successful exploitation of eco-
tourism is likely to take the industry to another level.
During the nineteen eighties, Sierra Leone had a booming tourist industry with well-known
international hotel chains, guided tours, water sports and other infrastructure which were
destroyed during the civil war and have not been restored. Much needs to be done about
rebranding the sector, restoring tourist attractions, strengthening the infrastructure and training
manpower at all levels.
The Industry is regulated and managed by the Ministry of Tourism and Cultural Affairs through
the National Tourist Board(NTB). The Board has expressed interest in developing eco and
cultural tourism in tandem with the current focus which is beach tourism. Investments to get the
sector functioning at a reasonable level could be massive indeed.
Currently, tourism (hotels and restaurants) contribute less than 0.5% to GDP. This percentage
has been on the decline since 2007. For the tourism industry to realize its full potential in
8 2011 Annual Economic Survey – Statistics Sierra Leone, May,2012 Vol.4
2,87 2,9 3,17 2,29
22,13
0
5
10
15
20
25
2008 2009 2010 2011 2012
Pe
rce
nta
ge (
%)
21
attracting and providing acceptable quality services it must have a well trained workforce. Other
contributory factors such as health and sanitation, law and order, up to date banking services,
airport and transportation services also need to be reviewed and revived to make the sector
attractive. The number of tourist establishments nationwide registered with the National Tourist
Board(NTB) in 2012 is 468 (four hundred and sixty eight) of which 53% are in the Western
area. The establishments consist of hotels, guest houses, restaurant, snack bars, travel and tourist
agencies, night clubs, casinos and gaming houses.
Table 6: Registered Tourist Establishments with NTB in 2012
Western Area
Northern Province
Southern Province
Eastern Province
Total
Hotels 25 12 6 5 48
Guest Houses 84 52 45 32 213
Restaurants 75 10 11 8 104
Snack Bars 10 9 - - 19
Travel and Tourist Agencies 36 - - - 36
Night Clubs 16 13 7 5 41
Casinos and Gaming Houses 6 1 - - 7
252 97 69 50 468
The Lungi International Airport, has been handling a steady increase of passenger arrivals and
departures with corresponding increase in the number of tourist arrivals as shown in the table
below.
Table 7: Passenger Arrivals and Departures
Years Passenger Arrivals at Airport Passenger Departure at Airport Tourist Arrivals
2007 71,620 70,643 32,223
2008 74,732 73,591 35,670
2009 73,582 73,819 36,775
2010 81,090 82,872 38,615
2011 99,181 97,903 52,442 Source: NTB
Hotels 10%
Guest Houses 46%
Restaurants and Snack Bars
26%
Travel and Tourist Agencies
8%
Night Clubs and Casinos
10%
Chart 3: Registered Tourist Establishments in 2012
22
Revenue earned from Tourism has not shown appreciable annual increase except in 2011
when it increased by 36%.
Chart 4: Revenue Earned from Tourism
Source: National Tourist Board
In 2005, the NTB commenced work on a Tourism Project which included a marketing plan
for promoting the sector worldwide. This comprehensive plan included marketing materials
such as documentaries, posters, maps of national tourist sites and visitors’ guides. Issues
relating to the workforce in the industry need to be addressed concurrently with rebranding of
the industry.
4.4.4 Banking
The banking sector in Sierra Leone comprises of the central bank, (Bank of Sierra Leone) and
13 commercial banks, one of which is 100% Government owned. The rest are privately
owned with foreign ownership of at least 80% in all except one which is 100% owned by
indigenes.
Prior to 2002, there were only five (5) commercial banks. At the end of the civil unrest, a
number of foreign owned commercial banks, mostly of Nigerian origin were established in
Sierra Leone. There was corresponding increase in bank branches throughout the country
though the larger number of bank branches were in the Western Area where the capital city of
Freetown is located. The number of bank branches increased from thirty four (34) in 2008 to
eighty nine(89) in 2012 with forty nine(49) of these branches within Freetown and its
suburbs. Every district has at least one branch of a commercial bank. Banking services in the
other districts are being augmented by thirteen(13) community banks that provide limited
services. While the number of bank branches increased by 60% between 2008 and 2012, the
number of accounts in the sector increased by only 50%.
$0
$5
$10
$15
$20
$25
$30
$35
$40
2007 2008 2009 2010 2011
Mill
ion
of
US
$
40 30 20 10 0
23
Table 8: Commercial Banks in Sierra Leone
Name Year
Established
Ownership No. of
Branches
as at 2012
No of
Accounts as
at 2012
1 Standard Chartered Bank 1971 81% Foreign SCB Group 19% Others 3 10,984
2 Sierra Leone Commercial Bank Ltd 1973 100% Government 13 140,589
3 Union Trust Bank(SL) Ltd 1995 100% Private local 10 60,002
4 Guarantee Trust Bank (SL) Ltd 1999 94% Foreign 6% Others 11 74,112
5 Rokel Commercial Bank(SL) Ltd 1999 51% Government 49% Local 12 122,466
6 First International Bank (SL) Ltd 2002 91% Foreign 9% Others 16 60,826
7 International Commercial Bank(SL) Ltd 2004 100% Foreign 2 4,525
8 Eco Bank (SL) Ltd 2006 100% Foreign 7 59,525
9 Access Bank(SL) Ltd 2007 100% Foreign 4 9,665
10 United Bank for Africa 2008 100% Foreign 3 23,750
11 Skye Bank(SL) Ltd 2008 99% Foreign 1% Private Individuals 1 3,596
12 Zenith Bank(SL) Ltd 2008 99% Foreign 1% Local 4 10,051
13 Bank PHB(SL) Ltd 2009 100% Foreign 3 8,386
Total 89 588,477
*Commercial Banks by Ownership (Local and/or foreign)
Deposits mobilized by the banks increased from Le797 million in 2007 to Le2, 543 million in
September 2012 registering a growth rate of 310%. During the same period, advances extended by
the bank s grew by 250% from Le279million to Le1, 116 million. Deposits and advances extended
annually have been on the decline since 2008; though deposits have declined by 42% while advances
extended declined by 39% for the same period.
Chart 5: Annual Growth in Deposits and Advances Extended by Banks
Transactions are largely cash-based with limited transactions via cheques. Transactions by debit or
credit cards are also very limited. Investments in upgrading to new technology is on-going including
0102030405060708090
100
Advances ExtendedGrowth
Deposit Growth%
24
the introduction of ATMs. The Central Bank has introduced an automated Cheque Processing and
Clearing House System facilitating faster transaction time within the system. New products are also
being introduced by the banks in their competition for more customers.
The sector’s performance in terms of return on assets started to pickup after a steady decline from
3.05% in 2007 to 1.55% in 2009. An improvement of 3.40% in 2010 continued to 3.78% in 2011.
In September 2012, the return on assets was 2.87%.
The banking sector’s contribution to GDP has been relatively small and almost stagnant in the past
five to six years. At 1.37% in 2008, it increased marginally in the next three years to 1.38%. It is
estimated at 1.32% for 2012.
Chart 6: Commercial Banks’ contribution to GDP and Return on Assets
Given that banking activities are currently concentrated in the capital city and mostly urban areas,
the majority of the banking work force is in Freetown. Total staff numbers in the commercial
banks increased from 1,533 in 2007 to 2,245 in September, 2012 indicating a 68% increase. Over
90% of the work force is Sierra Leonean in all the banks.
00,5
11,5
22,5
33,5
4
Contribution to GDP%
Return on Assets%
25
5.0 SKILLED MANPOWER DEMAND ANALYSIS
This analysis focuses on strategies in identifying demand for skilled labour in the Sierra Leone
priority sectors (agricultural, mining, tourism and banking). The aim is to ensure that stakeholders
have access to information that will enable them support skills development which is critical to
improving the pace of national development and also sustaining the productivity of the sectors. .
5.1 THE AGRICULTURE SECTOR The analysis starts with locating the sector focus on general total labour requirement of the
agriculture sector (demand) for labour and the acquisition of skilled manpower for operations and
other priority areas for sustainable growth of the various activities in the subsectors including
processing and value addition.
The agricultural sector is made up of livestock, crops, forestry and the fisheries sub-sectors. There
are about 45 large to medium sized agricultural organizations in the country, of which 70% are
foreign owned. One such large commercial farm is the Addax Bioenergy sugarcane ethanol project
in Makeni-northern Sierra Leone. Addax is developing a Greenfield renewable energy and
agriculture project that aims to become a model for sustainable investment in the whole of Africa.
The project will produce bio-ethanol for export and domestic use, and “green” electricity for the
national grid. Initiated in 2008, the project is expected to provide 2000 jobs when it becomes fully
operational by the end of 2013. Sierra Leone is therefore poised to be the first country in Sub-
Saharan Africa to produce bio ethanol through Addax Bio Energy.
Table 9: Number of Workforce in the Agricultural Subsectors (2012) Estimated
Subsector Total workforce Required
Oil Palm and Sugar Cane 30,000
Cocoa and Rubber 977,000
Grain and Tuber 1,504,800
Livestock 1,000
Value Chain (SCP) 39,000
Estimated Total 2,511,800
Direct and indirect employment in the agriculture sector is therefore estimated at 2,600,000
(including dependents and extended families) deriving their livelihood from the sector. In the
labour market, agricultural labour as a percent of total labour force is estimated to be in the region
of 61.6%.
5.1.2 Agriculture Skills audit by specialization and by operation
Skills audit was also conducted across all categories of the agriculture sector for demand and
current availability of skills by specialization. The survey found demand for 9,898 specialized
skills, of which 6,726 is currently available, while a gap of 3,172 exists. A summary of these
skills by occupation and job category is presented below.
26
Table 10: Agriculture sector skills requirements (demand)
Total Number
Required (2012)
Total
Available
Current Gap
MANAGERS 1263 907 356
Chief Agriculturist 195 135 60
Farm Manager/Poultry 75 60 15
Marketing Manager 215 140 75
Human Resources Manager 223 202 21
Financial Manager 73 48 25
Environmental Manager 130 65 55
Plant Manager/Production 125 95 40
Stores Manager 227 162 65
PROFESSIONALS 1360 1035 325
Irrigation Expert 105 85 20
Management Accountant 225 205 20
Soil Management Expert 201 146 55
Plantation Manager 154 104 50
Training and Skills Development Expert 60 45 15
Community Liaison Officer 250 185 65
Surveyor 60 80 40
Chemist 75 25 50
Agronomist 80 55 25
Business Development Expert 150 105 45
TECHNICIANS & TRADES WORKERS 7275 4784 2491
Agriculture Extension 410 306 104
Technician (Surveying, Laboratory) 225 180 70
Pest Control Officer 260 155 105
Safety Inspectors 250 150 100
Account Clerk/Bookkeeper 605 400 205
Butchers/Meat processors 355 325 30
27
Environmental Assistant 123 83 40
Sales Person 855 650 205
Fitter (General) 710 500 210
Electrician 572 470 102
Store Assistant 500 215 85
Tractor Driver 450 350 100
Operator (Harvester, Caterpilar, Rice Mill, Tiller) 1,210 550 245
Produce Buyer 750 450 300
TOTAL 9,898 6,726 3,172
Data in the table above is a summation of information gathered across the agriculture sector about
demand and current availability of skills by specialty and occupation.
5.2 THE MINING SECTOR.
The mineral sector in Sierra Leone is made up of three sub-sectors: (i) large scale production of
non-precious and precious minerals – iron ore, rutile, bauxite, gold and diamonds; (ii) mechanized
small scale mines, mostly diamonds and gold; and (iii) artisanal production of precious minerals-
diamonds and to a lesser extent gold. Approximately, there are about 200,000-300,000 local small
scale miners across the country. Large scale mines are owned by foreigners and foreign
corporations, while small scale and artisanal mines are mostly owned by local land owners.
Table No. 11: Mining Sector Labour Demands by Scale of Operation
Large Scale 35,000
Small Scale - Mechanized 1,800
Artisanal 32,000
Total 68,800
Direct employment in the mining sector is estimated at 68,000 people, while indirect employment
could be estimated to be around 300,000 people. This includes dependents and extended family
members deriving their livelihood from the mines.
5.2.1 Mining Sector Skills audit by specialization and by operation
Skills audit was also conducted across the sub – sectors (large scale, small scale, and artisanal) for
demand and current availability of skills by specialization in the mining sector. The survey found
demand for about 13,274 of specialized skills, of which 8,146 is currently available, while a gap
of 5,088 exists. A summary of these skills by occupational category is presented below.
28
Table 12: Mining sector skills requirements (demand)
Total Number
Required (2012)
Total Available Current
Gap
MANAGERS 1349 760 589
Engineer (Mining, Operations) 351 205 146
Manager (Human Resources, Finance) 633 395 248
Environmental Manager 220 65 155
Facilities Manager 145 95 40
PROFESSIONALS 1970 1175 795
Occupational Health and Safety Expert 105 85 20
Management Accountant 225 205 20
Geologist 300 145 155
Development Expert (Training and Project) 400 155 245
Community Liaison Officer 350 305 45
Surveyor 220 80 140
Chemist 250 100 150
Statistician/Economist 120 100 20
TECHNICIANS & TRADES WORKERS 9955 6261 3704
Technician (Mining, Surveying, Laboratory) 1100 695 405
Safety Inspectors 250 100 150
Payroll Clerk/Bookkeeper 405 300 105
Environmental Assistant 250 80 170
Heavy Duty Diesel Motor Mechanic 855 650 205
Fitter (General) 2.610 1600 1010
Electrician 1,215 715 500
Plumber 515 305 210
Refrigerator/Air-Conditioning Technician 300 215 85
Heavy Duty Machines Operator 2405 1566 849
Train Driver/Conductor 50 35 15
TOTAL 13,274 8,196 5,088
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5.3 TOURISM SECTOR
A well trained and highly qualified work force is needed for the tourism industry to
provide high quality services. The responses received from the survey suggests that
the industry is operating well below its potential due to the state of infrastructure and
required skills of the work force.
There are 48(forty eight) hotels nationwide with only 4 being class I hotels offering 273 rooms
(345 beds). Guest houses and restaurants, though relatively plentiful, offer limited and
rudimentary services bordering to substandard. Hotels however employ only between 20 and 35%
of the total labour directly working in the sector.
Table 13: Number of Staff Directly Employed in the Tourism Industry No Establishments Year
2007 2008 2009 2010 2011
1 Hotels 564 1,192 797 1,054 1,467
2 Guest Houses 724 784 829 846 1,120
3 Restaurants 712 709 822 1,191 1,404
4 Snack Bars 146 89 47 62 63
5 Travel and Tourist Agencies 216 232 195 189 260
6 Night Clubs 58 101 81 196 219
7 Casinos and Gaming Houses 163 163 169 112 154
2,583 3,270 2,940 3,650 4,687
The total number of staff engaged in the sector has been on the increase since 2009 registering an
increase of 37% between 2009 and 2011.
Lack of qualifications of the workforce has negative impact in that it leads to high
turnover of staff, erodes customer loyalty which is so important for the industry and can
be expensive in terms of resources expended for recruitment and training.
5.3.1 Skills audit by specialization and by operation
Skills audit was also conducted across the Tourism sector for demand and current availability of
skills by specialization. The survey found demand for about 4,739 skilled labour in 2012; of which
3,256 were available, while a shortage of 1,483 of same existed. This sector could provide better
jobs and higher income levels for women if there is public awareness of the skills required and
core competency training is available in a more organized and formal format. Training must not
be limited to catering, waitressing, housekeeping or front desk management. A summary of these
skills by occupational category is presented below.
30
Table 14: Tourism sector skills requirements (demand)
Occupation Total Number
Required (2012)
Currently
Available
Current Gap
MANAGERS 955 576 289
Hotel Manager 274 184 90
Accountant 389 298 91
Marketing Manager 187 106 81
Human Resources Manager 105 78 27
PROFESSIONALS 1748 1336 412
Chef 357 246 111
Bartender 576 487 89
Catering 157 127 30
Beverage and Alcohol Specialist 658 476 182
TECHNICIANS & TRADES WORKERS 2036 1344 683
Customer Care/ Waitress 757 522 232
Field /Tour Guide 159 88 71
House Keeping 105 99 6
Account Clerk/Bookkeeper 365 255 110
Language Skills 650 380 270
IT Technician - - -
Total 4,739 3,256 1,483
5.4 THE BANKING SECTOR
Banking activity in Sierra Leone is currently concentrated in the urban areas and especially in
Freetown where all the established banks’ head offices are located as well as their main branches.
Manpower employment in the industry is therefore concentrated in the urban areas particularly
Freetown.
Banking operations can be put into three broad categories of (a) retail bank which is branch based
and catering for the public at large (b) corporate banking serving the banking needs of companies
and corporate clients and (c) asset/liability management covering interest rate and equity
management.
31
The products of the commercial banks are similar and include (loans, personal, project finance)
deposits (savings accounts, current accounts, fixed), payments and remittance services, and
financial asset management. The demand for labour by the industry is specialized though other
fields of study such as economics, accounting, finance and auditing, human resource
management, law and information technology are central to its effective operations.
The survey covered 50% of the commercial banks in Sierra Leone. The core skill requirement of
the sector was identified as banking by two third of the respondent and also classified as the field
in which they experienced difficulties in filling vacancies. One of the reasons advanced for this
was that a death of trained and experienced bankers in the job market as the industry expanded
between 2008 and 2009 and no specialized training in banking is currently being offered by any
local institution.
It was noted that IPAM previously offered courses in banking for students to acquire a
professional banking qualification (ACIB). In time, this was replaced by general courses leading
to a B. Sc. degree in financial services which is not explicitly tailored to the skills requirement of
the sector. The options being used by banks to address the skills gap is to send staff for training
outside Sierra Leone, usually to Ghana and Nigeria which have institutions of banking even
though this was recognized as expensive. Alternatively, foreign-owned banks that already have
in-house banking training schools in their country of origin make use of these training facilities
for staff in Sierra Leone.
Rokel Commercial Bank has its own in-house training which is said to be effective but
customized to its own operations. The bank views this in-house training as one that ensures that
vacancies are filled by staff within the institution. Recruitment is nearly always done at the basic
level and training takes staff up the ranks. Professional bankers are therefore generated within the
institution.
There was no indication of labour shortages or recruitment of expatriates to fill the skills gap in
the sector. The other skill that was indicated by all the respondents as important but for which
trained staff was not readily available was customer care/relationship management. This is
definitely not an area that would be included in a general course in financial services but which
would be part of professional banking training. This gives weight to exploring the possibility of
establishing a banking institute in Sierra Leone.
Regarding gender issues, the responses suggest that there are no significant or inherent biases.
83% of respondents were gender sensitive in their company’s policies; staff with same
responsibilities received same remuneration and maternity leave with pay, promotions and other
gender-related issues were treated with equity. On average 60% of the workforce were males
except for one survey respondent in which 52% of its workforce is female.
.
.
32
6.0 SKILLS TRAINING SUPPLY
6.1 Structure of the Education System
The Sierra Leone system of education is organized around the 6-3-3-4 system which was
launched in 1993 and consisting of primary, secondary (in two tiers of (i) Junior and (ii) Senior)
and higher/tertiary education. The stages consist of three optional years of pre-primary schooling
followed by six(6) years of primary education, three(3) years of Junior Secondary School (JSS)
education, three(3) years of Senior Secondary school(SSS) education and higher and tertiary
education of varying periods of study programmes.
The primary stage starts at attainment of age 6 for a period of six (6) years. Progress and
certification are based on continuous assessment by teachers and head-teachers, and an end of
level examination known as National Primary School Certificate Examination (NPSE). All pupils
who complete the primary stage are to be provided with places in JSSs.
The curriculum for JSS is both pre-vocational and academic. Every student offers nine (9) core
subjects including mathematics, language arts, agricultural science, one major Sierra Leonean
languages, integrated science, religious and moral education and social studies. Pupils also select
two pre-vocational subjects from among home economics, business studies, introductory
technology and electronics. The system of evaluation and certification includes continuous
assessment and an end-of-course examination known as Basic Education Certificate Examination
(BECE) conducted by the West African Examinations Council (WAEC). The first nine years of
primary and junior secondary schooling are deemed as basic education.
At the end of JSS, students meeting the criteria for entry into SSS proceed to the second stage of
secondary education while students who do not meet the entrance into SSS have options for
entering a Community Education Centre (CEC), a Trade or Vocational Centre (TVEC), or a Rural
Agricultural Institute (RAI). On completion of courses at the latter institutions, students may
further their education at polytechnics and universities. Evaluation and certification on
completion in the SSS includes continuous assessment and an international examination, the West
Africa Senior Secondary Certificate Examination (WASSCE) conducted by WAEC.
Tertiary/Higher education is post-secondary education given either in a university, a polytechnic,
a college of education or specialized under-graduate schools such as teachers’ training colleges
and (COMAHS).
Admission to courses in the Higher and Tertiary Education (HTE) level is based on meeting the
institutions’ entry requirements and/or examinations administered by WAEC, NCTVA and the
institutions themselves.
The tertiary education system is made up of the following institutions:-
i. University of Sierra Leone and its constituents colleges: - Fourah Bay College (FBC),
Institute of Public Administration and Management (IPAM) and COMAHS.
ii. Njala University with three campuses in Bo, Njala and Freetown
iii. University of Makeni
iv. Three(3) Polytechnics namely: Milton Margai College of Education and Technology,
Eastern Polytechnic and Northern Polytechnic
33
v. Two (2) Teacher Training Colleges which are Freetown Teachers College (FTC) and Port
Loko Teachers College (PLTC).
vi. Twenty three (23) other private institutions such as Liccsal Business College, College of
Travel and Tourism Studies, Institute of Advance Management and Training (IAMTECH)
and EMIBEX College of Finance and Management.
All of the above institutions are registered with the Tertiary Education Commission (TEC)
The graduation from one level to another in the education structure is however not as clear cut
especially after JSS, when the choice of moving into the SSS or taking other options needs to be
made. The options do not seem to have the same status and perception as the SSS from the
perspective of students and parents. A choice for a vocational/technical education is somehow
viewed as failure in pursuing an academic career. This perception is partly due to the fact that
technical training schools of excellence are either nonexistent or not visible. Also there is no
orderly placement of students with the right aptitude on a technical career path.
6.2 OVERVIEW OF THE EDUCATION SYSTEM
6.2.1 Institutions
The 2010/11 School Census recorded 744 pre-primary, 5931 primary, 888 JSSs and 208 SSSs in
Sierra Leone with 97% of the schools being co-educational i.e. mixed. There is a marked
decrease in the number of schools from primary level to JSS; there are seven times more primary
level schools than JSSs and four times more JSSs than SSSs. This pyramidal structure of the
school system would invariably bring into question issues of access to post primary education,
especially as the number of tertiary and higher education institutions also follow the same pattern.
The distribution of the core tertiary education institutions in the different regions would also
compound the issue of access given that the majority of tertiary/higher institutions are in the
western area. The concentration of tertiary institutions in western area would also limit choices of
students for whom migration to another region is required for tertiary education in their referred
field of study.
Table 15: Distribution of Education Institutions in the Regions for 2010/11
Type of Institution Western
Area
Northern
Region
Southern
Region
Eastern
Province
Total
Pre-primary and Primary Schools 1176 2323 1613 1463 6575
JSSs 247 313 175 153 888
SSSs 86 46 40 36 208
Universities 1 1 1 - 3
Teacher Training Colleges 1 1 - - 2
Polytechnics 1 1 - 1 3
Private TEC-registered Institutions 23 2 (campuses) 1 (campus) 1 (campus) 23
MEST-Supported TVET Centres 70 24 37 23 154
% Population 19.0 35.1 22.1 23.9
Sources: 2010/11 School Census and Tertiary Education Commission, MEST, 2004 Population Census
34
6.2.2. Enrolment
According to the 2010/2011 School Census Report, there were approximately one million five
hundred and eighty four thousand, five hundred and eighty six (1,584,586) pupils enrolled across
all levels (pre-primary, primary, junior secondary school, senior secondary) of schools in Sierra
Leone. Of these, 48% were female and 52% male with gender disparities in the different regions
being about the same range of 46%- 48%.
Table 16: Enrolment by School Level
2003/04 % 2004/05 % 2010/2011 %
Pre primary 19,068 20,632 37,351
Primary 1,134,815 (45) 1,280,853 (45) 1,194,503 (49)
JSS 133,401 (39) 155,052 (39) 244,489 (45)
SSS 38,324 (31) 44,924 (36) 108,243 (38)
Total 1,325,608 1,501,461 1,584,586
The figures in bracket represent the percentage of female enrolment.
The Gross Enrolment Ratios (GER) shown in Annex III confirm the large disparities in enrolment
from the primary to SSS level, and the relatively higher ratios for males. There are marked
increases in levels and between genders in the seven year period from the 2003/4 census to the
2010/11 census.
Chart 7: Trends in Student Enrolment by School Level
Female enrolments have increased marginally over time though indicating a consistent decrease
from primary to SSS level for each year.
The enrolment figures are reflective of the number of schools at each level, given that there were
5,931 primary schools, 888 JSSs and 208 SSSs in 2010/2011. Enrolment showed a steady
increase at all levels from 2003/04,through 2004/05 to 2010/2011.
35
In 2010/2011, enrolment at SSS level was 44% of JSS enrolment and 9% of primary enrolment.
This drastic reduction is seen also from the primary to JSS level when enrolment at JSS level was
20% of primary enrolment.
Pre-Primary and Primary In recent years, participation in primary and pre-primary levels of education has increased
tremendously. Between 2004/05 and 2010/11 school years, enrolment at the pre-primary level
increased by 81%, while, enrolment at the primary level decreased by 7%. However, the 2010/11
(pre) enrolment of 1,408,016 recorded for primary level indicated an increase of 10% with female
enrolment increasing by 20%. The increase in enrolment at primary level, especially female
enrolment can be largely attributed to the great efforts made by government and its partners to
achieve universal primary education en route to achieving universal basic education.
Junior Secondary School
Enrolment at the junior secondary school level has also been increasing over the years. Both male
and female enrolments have increased but female enrolment has increased at a faster rate (80%
for females compared to 43% for males between 2004/05 and 2010/11). The later is encouraging,
suggesting that the efforts of stakeholders to increase female enrolment at the post-primary level
are bearing fruit.
Senior Secondary School Enrolment at the senior secondary level increased at a relatively higher rate over time. Between
the 2004/2005 and 2010/2011 school years, male and female enrolment at the senior secondary
school level increased by 136% and 150% respectively i.e. 141% overall. This was also
encouraging, indicating that investments by stakeholders to deliver education at the post – junior
secondary level are yielding the desired results.
Tertiary Level and TVET Institutions Registration of students at Fourah Bay College (FBC) from 2006/07 to 2011/12 was 24172 in
total, averaging at 4,029 annually; the corresponding figures for IPAM were 14529 and 2421
respectively. The number of female registered students for FBC was in the region of 25% of the
total while IPAM showed a higher level of female registration at 35% of the total.
For Njala University (NU) the number of registered students in 2011/12 was 6,154, which was the
highest number of registered students among the universities. This recorded an increase of 37%
from the previous academic year. The number of registered female students was 35% of the total
for the year.
At the three MMCET campuses, total registration of students for 2009 to 2011 was 11,821 of
which 42% of students for the period were female. The percentage of female registered students
for the Brookfield campus was 86% indicating more female students in hotel management and
36
tourism. For 2011/12, MMCET registered 4,329 students while the other two polytechnics
registered slightly lower numbers at 3554 and 2934 respectively for the same period.
In 2008, when the last survey of technical vocational institutions was conducted, there were 370
such institutions registered with MEST with a hundred or more not registered with MEST. There
were 27,055 students registered, 64% being females. The number of institutions and enrolments
are likely to have increased since then, given the importance attached to youth empowerment and
employment. The indication is that the TVET institutions are providing training for more students
than the major tertiary institutions (universities) combined albeit at middle manpower levels. This
is expected noting the continued fall in enrolment from primary to SSS level.
6.3 Source of Skills Training Supply for Key Sectors
Current labour supply especially for the key sectors identified in this study are mainly derived
from the University of Sierra Leone (FBC and IPAM), NU, the three(3) polytechnics (MMCET,
Eastern and Northern Polytechnic), private tertiary institutions, a number of TVET centres and
NGOs.
The survey covered two constituent colleges of the University of Sierra Leone, the three
campuses of the MMCET, University of Makeni, the Northern Polytechnic and fourteen (14)
other NCTVA-accredited tertiary institutions and TVET centres. The number of the latter
category of institutions that responded to the survey questionnaire constituted 40% of accredited
TVET institutions in 2012. A number of NGOs were listed in the NGO register of the Ministry of
Finance and Economic Development as involved in education and/or skills training activities.
These training programmes were invariably implemented in partnership with existing formal
training institutions or civil society organizations.
Fourah Bay College
Fourah Bay College (FBC) has been in the business of education service delivery since its
establishment in 1827. Its affiliation with Durham University in 1876 led to the study of, and the
award of university degrees in arts, sciences, economics, education and theology. In 1965, the
college moved towards university status with FBC as the constituent college. The faculty and
institutes of the college include: (a) Faculty of Arts, (b) Faculty of Engineering and Architecture,
(c) Faculty of Social Sciences and Law, (d) Faculty of Pure and Applied Sciences, (e) Institute of
Library, Archive Studies and Mass Communication and (f) Institute of Population Studies. The
college has been providing both the private and public sector with graduates in fields such as
engineering, law, education and the sciences.
Institute of Public Administration and Management
Institute of Public Administration and Management (IPAM) is a constituent arm of the University
of Sierra Leone providing training to civil servants and other middle and senior level
professionals. The Institute which was established in 1980/81 with support from the World Bank
offers degree and other short term courses in modular format in a number of fields including
business administration and entrepreneurship, finance and accounting, public sector management,
taxation, tourism development and computer and information technology.
37
In 2010, IPAM embarked on a process of course review and course development. This exercise
which was preceded by a survey of employers’ assessment of the performance of IPAM
graduates, also solicited inputs of employers with regards to their labour requirements. A number
of new courses were subsequently developed.
Milton Margai College of Education and Technology
Milton Margai College of Education and Technology (MMCET), which started as a teacher
training department of Fourah Bay College in 1960 has undergone a number of restructuring until
its emergence as a polytechnic in 2001. It has five faculties in (i) Education, (ii) Engineering, (iii)
Business and Management Studies, (iv) Environmental Sciences, and (v) Travel, Tourism and
Nutritional Sciences.
The college offers degrees and teacher certificated courses together with National Diploma (ND)
and Higher National Diploma (HND) courses in a number of business, engineering and technical
fields such as mechanical engineering, automobile engineering, building and civil engineering,
electronic and electrical engineering, accounting and finance and business administration. The
Brookfields campus of the college is dedicated to courses in hotel and tourism management.
Entry requirement into the degree and diploma courses are based on completion of SSS and
acquiring a number of credit passes in relevant subjects at the WASSCE. Entry requirements for
certificate courses in: (a) Tour Guide, (b) Front office and housekeeping and (c) Food and
beverage production and service, are holders of BECE certificate and/or evidence of completion
SSS level.
Government Technical Institute (GTI)
The GTI has been in existence since 1994 providing technical and commercial courses on full-
time basis and training for certificate, diploma and HND of the London City and Guilds Institute
and currently for NCTVA. The courses and training programmes include (a) refrigeration and
air-conditioning, (b) mechanical engineering, (c) motor vehicle mechanics, (d) plumbing, (e)
block laying and concreting, (f) carpentry, joinery and cabinet making, (g) electrical and
electronic engineering and (h) commercial studies.
Student admission at GTI for the three years 2009 to 2011 was 4,350, with 31% being female.
During the same period 1,200 students graduated, 38% of which were female.
Requirements for entry into GTI are possession of a few subjects at WASSCE and passing the
entrance examination set by the institution.
Mature applicants are given opportunity based on the institute’s assessment of the applicant.
Duration of courses is from 1 to 3 years depending on the level of certification. See Annex I for
details on the core institutions mentioned above
38
6.4 Training Programmes and Courses
The programmes and courses offered by the various institutions are underpinned by established
legislation, policies and regulations among which are the Tertiary, Vocational and other
Academic Awards Act (2001), The Polytechnics Act (2001), The National Council for Technical,
Vocational, and Other Academic Awards Act (2001), The Education Act (2004) and Moving
Education Forward – Education Policy 2007.
The goal of the current education system is for all children to acquire nine years of formal basic
education by completing junior secondary schooling. There are still many challenges in
successfully meeting this goal, especially those relating to access, quality, finance, and
monitoring and evaluation. Though the Sababu Education Project funded by the ADB/IDA/GoSL
embarked on rehabilitation of the basic education infrastructure, it was estimated that only 15% of
the needs of this sub-sector were addressed by the quantum of funds available.
The two examinations within the basic education system, NPSE and BECE are important and
high stake examinations for students and parents as they determine progress from the primary
level to the JSS and on to SSS respectively. Despite the importance of these examinations, there is
concern about the apparent poor post primary level performance of students who pass these
examinations. MEST is proposing to embark on curricula and assessment reviews to understand
better the role and value of current examinations and assessments.
At secondary level, there are options that allow students to take purely academic programmes
/courses in a number of fields of study leading to certificate, undergraduate and post-graduate
degrees. These formal programmes /courses have provided the labour market with high level
skills for the various sectors. A list (not exhaustive) is shown below:
Table 17: Programmes/Course Offered by Core Tertiary Institutions
Institution Programmes/Courses University of
Sierra Leone
Engineering, Pure and Applied Science, Social Sciences and Law, Accounting
and Finance, Economics, Business Studies, Information Systems, Adult
Education, Communication, Journalism, Conflict and Peace Studies.
Njala University Agricultural Science, Animal Science, Education, Biological Sciences, Pure and
Applied Science, Crop Science, Business Studies, Accounting and Finance.
MMCET Education, Building and Civil Engineering, Marine Engineering, Electrical and
Electronic Engineering, Tourism Management, Hotel Management, Home
Economics and Technical Studies,
University of
Makeni
Public Administration, Business Administration, Agriculture, Information and
Technology
Polytechnics Pre Vocational Fields, Education, Accounting
IAMTECH Procurement, Business Management, Accounting and finance, Mining
Engineering, Survey and Petroleum Engineering
Government
Technical Institute
Electronics and Electrical Engineering, Motor vehicle mechanics, refrigeration
and air-conditioning, painting and decorating, masonry, commercial studies
Other Technical &
Professional
Institutes
Business Studies, Accounting and finance, Human Resource Management,
Marketing
Source: TEC and GTC
39
Despite the variety of programmes and courses, there are emerging fields for which
programmes/courses are non-existent. It would seem that the partnership between institutes and
the private sector is extremely weak or non-existent. A case in point is petroleum engineering.
Only one institution IAMTECH is offering programmes/courses in this field.
Programmes/courses such as Peace and Conflict studies which are attracting students may not be
as relevant now as it was during and immediately after the eleven year civil war in Sierra Leone.
FBC and IPAM are supply drivers of training in a number of fields from which employers in the
private (and public) sector depend for labour. The courses offered at FBC have over the years
served not only Sierra Leone well but other countries in the West African sub-region. Graduates
from these two institutions are prominent in nearly all sectors, serving in various roles such as
administrators, managers, business, economists, bankers, accountants, financial experts and IT
specialists
FBC offers one hundred and eighty two (182) courses and IPAM, one hundred and fifteen (115).
NU also offers a diverse range of courses, one hundred and seventy four (174) ranging from
general agriculture (and specialized agricultural fields such as animal science, livestock
production, agronomy), to education, land and water management and home economics.
The general, honors and other degree course offered at Fourah Bay College provided flexibility to
its graduates to apply themselves in the workplace and even move and excel in new areas
different from their initial academic training. Key informant employers confirmed that this is no
longer the case. Graduates from the college lack the basic competencies in their field of study. To
address this, curricula review is necessary and should be done in consultation and collaboration
with key private sector employers. This review should be done periodically as new players,
technology and innovations came into the market.
IPAM, in its process of course review in 2010 introduced a number of new modules that would be
beneficial to the banking industry. Among these are banking operations, asset management,
services marketing and insurance and risk management. The institution introduced courses for
the Associate Business Executive (ABE) qualification. The latter is a worldwide accepted
qualification by employers in a wide range of occupations. Courses were also introduced in hotel
and hospitality management, insurance, shipping, fraud examination and petroleum and forensic
accounting. Given that the review process was done in consultation with employers, relevance to
job functions and responsibilities would have been captured.
For the banking sector, there are other institutions providing skills in specialized fields such as
marketing, human resource management, communications, bookkeeping, accounting and finance.
The certification of some of these institutions is done by NCTVA. The feedback from the survey
is that entrance into these institutions is not necessarily rigid and based on academic qualification.
The annual intake of student varied from 150-450 with females on average being higher than
males.
The focus of the polytechnics is at middle manpower level, providing opportunity for school
graduates to study a wide range of courses (academic and non-academic) at various levels.
40
The Brookfields campus of the MMCET which is dedicated to hotel and tourism training started
as a joint ILO/UNDP/GoSL project. The institution provides 2 year courses in (i) hotel
management and (ii) tourist management. The hotel management course focuses on “food and
beverage production and services” and “front office and housekeeping. Other related soft skills
such as communication and language skills, public relations, problem solving skills are not part of
the curriculum.
Those TVET institutions which are accredited by the NCTVA follow the curricula drawn by it
and tailor their instruction material in line with the national and higher national diplomas for the
various fields of study. However, a number of TVET institutions are not accredited with NCTVA
and as such tend to draw their own syllabuses and set their own examinations. These institutions
which are not accredited by NCTVA must be brought into the loop either by legislation or
through support received from MEST. The curricula and programmes of the polytechnics, and
GTI should also be subject to continuous review to keep pace with trends in industry.
Additional research is required for a complete picture of the curriculum of TVET to give
employers a better assessment of skills available and the inherent gaps. This may also trigger a
review that would introduce quality and standards. In 2010, MEST prepared a National Policy for
TVET in collaboration with UNESCO. The document which was discussed with key stakeholders
but is still in draft form awaiting finalization. It should provide guidance and proper supervision
of TVET institutions.
6.5 SKILLED MANPOWER SUPPLY
6.5.1 Formal Educational Establishments
A number of interviewees expressed the view that the issue of skills gap originates from the basic
education system. This cannot be ignored given the challenges that are inherent in the school
system. The issues of access and quality, though under continuous review have to be rigorously
addressed and urgently. Further steps to improve on the GER beyond the primary level have to be
taken concurrently with steps to also improve on the completion ratios shown in Annex III.
The annual pass rate for the NPSE from 2008 to 2012 has been in the region of 74% according to
statistics provided by the Basic Education Secretariat of MEST. The BECE annual pass rate is
much lower at an average of 50% for the same period. The annual pass rate for WASSCE for
candidates with credits in 4 and 5 subjects and above has been under 10%. The 6-3-3-4 system
was reviewed in 2010 and modified into a 6-3-4-4 system to make for one more year in SSS. The
two shift system prevalent in almost all secondary schools in the western area was proposed to be
phased out as well. These measures will afford pupils more instruction time. Whether this will
improve on the quality of education without addressing other contributing factor such as the
quality of teaching and availability of teaching and learning materials will be soon tested at the
next public examinations and on the longer term effect in the labour market
The main supplier of formal skills training for the agriculture sector is Njala University (NU). The
expectation that RAIs would emerge at the inception of the 6-3-3-4 system to provide middle
manpower training for the agriculture sector did not fully materialize. Though there are seventy
(74) institutions classified as RAIs, a good many of them are not dedicated to training in
41
agriculture. With the expected investment in the sector, NU should institute a curriculum review
to ensure that its courses are serving the labour needs of the sector. The training capacity of the
institution measured by the number and qualifications of the teaching staff suggest that there is
adequate capacity; In 2011/12, there were 289 academic/professional staff with relevant
qualifications ranging from bachelors to doctoral degrees. Available data for 2009/10 showed that
80% of the academic staff had postgraduate degrees of master’s level and above. However, only
about 12% of the staff were female and the student/ staff ratio at 21:1 is deemed low.
Skills training for the mining sector is mainly provided by FBC and MMCET, complimented by
GTI, and a number of TVET institutions with diverse curricula and certification processes. A
significant number of the latter institutions are not regulated or supervised by MEST.
In 2011/12, FBC had 267 academic/professional staff with a student/staff ratio of 17:1. MMCET
had 299 academic staff with a student/staff ratio of 14:1. Over 70% of staff in each of the two
institutions had masters degree and above. Similarly, the percentage of female academic staff at
12% is considered very low. The support for girl child needs to be carried through to tertiary level
education to address this gender imbalance.
The Congo Cross Campus of MMCET was originally the Freetown Technical Institute
established as a government technical training centre to train technicians and craftsman to supply
middle level technical manpower. On average about a thousand students sit examinations each
year for the various certificate and diplomas courses. The pass rate is on average between 70 and
75%. Data provided by the institution showed that more students enter for the certificate in
business studies than any other discipline including the technical disciplines. There were many
subject areas, such as engineering and electronics, in which no female students take the diploma
or certificate examinations. The majority of female students are found in business studies. Huge
investments in training equipment and curriculum review are required for this campus of
MMCET to be current with labour requirements, especially with private sector development in
the mining sector and high growth unemployment. The same could be said for the Government
Technical Institute which has similar courses. These institutions should also embark on
curriculum review in conjunction with the new companies in the sector for them to be responsive
to developments in the sector in terms of technology and teaching and research materials. Female
students should be encouraged to gain admission into the traditional male dominated fields,
possibly at school level. Incentives could be provided to girls that show aptitude and are prepared
to follow career paths in these fields.
The tourist industry draws its supply of skills from MMCET (brookfields campus), IPAM and a
few other colleges such as College of Travel and Tourism Studies (NCTVA certified) that offer
diploma courses. A thorough review of the curricula, teaching methods, staffing, entrance
requirements and certification processes is required not only to establish standards but also assess
the impact in addressing middle manpower level skills training for the tourism sector. The highest
number of students acquiring certificates and/or diplomas in courses offered by MMCET for this
sector is no more than thirty (30) in a year. On average over 95% of the students are female. This
may be reflective of tradition and culture whereby women are associated with food and
housekeeping. This aspect could be advantageous in providing gainful employment for women as
the tourism sector develops. A full fledged five star hotel needs to be established as an attached
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teaching facility that would enhance the outturn of the graduates and set standards for the hotel
industry.
The banking sector, though without a specialized banking institute depends on its manpower
requirements from FBC, IPAM, Njala University, and numerous other business and accounting
institutions which train and award degrees and diplomas from local and foreign tertiary level
institutions. Enrolment for IPAM’s programme in Financial Services ranged from 340 to 370 a
year between 2007 and 2011. About 50% of enrolled students for this course are females. For the
period 2007 to 2011 an average of 65 students graduated each year in this course for the period. It
would seem that only about 20% of students enrolled in this course pass the final examination.
Given that this course is partly tailored for the banking industry, some skills gap may be evident
in the banks. Training is complimented by in-house facilities within the banks, and for some
foreign-owned banks, at their headquarters’ training schools. The sector seemed to be able to hire
staff trained in disciplines other than banking and finance and retrain them to work in the sector.
This could be explained by the routine nature of many of the jobs at the lower end.
6.5.2 Private Sector Initiatives
London Mining and GIZ partner to provide quality TVET
London Mining Company (LMC) and GIZ cooperate to improve employability and qualification
through the Public - Private - Partnership (PPP) approach. The Public – Private – Partnership will
capacitate St. Joseph’s Vocational Training Institute at Lunsar to become a competent demand –
oriented vocational training and self employment career centre for the region. It shall serve as a
model for scaling up vocational training institutions in Sierra Leone for the development of
learning and teaching modules, and for testing and certification services. The partnership will
among other things specifically target and support the participation of young women in training in
skills for which they have been long marginalized. It will focus on young Sierra Leonean (youths)
within the age 16 – 35 years for employability.
The PPP implemented a facilitation training programme that started in October 2012 on
functional adult literacy. LMC is leading in this direction to encourage the government of Sierra
Leone and other private institutions acknowledge the importance of TVETs in providing middle
manpower technical skills, especially for mining and related industries (construction and
quarrying). An advisory team comprising relevant stakeholders in education and private key
sectors has been established to facilitate the up-scaling process.
Sierra Rutile Company LTD Sponsors Jackson and Devon Anderson Technical Institute
(JADA)
JADA was established in 2010 through a joint venture between Sierra Rutile and Africare (an
American NGO) to support and promote technical and vocational education in the country, and to
specifically fill some of the skills – gap in the mining sector. JADA offers courses and training in
geology, surveying, business management, construction, civil, mechanical, electrical and
electronics engineering. Certificates offered by JADA are validated and certified by the National
Technical, Vocational and other Academic Awards. Total enrolment for JADA courses is
currently around 300 students, and duration of programmes is between 1 to 2 years.
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African Minerals Ltd (AML) – Talent Development Programme
AML is working closely with the Ministry of Education, the Ministry of Mines and Mineral
Resources and the University of Sierra Leone to promote middle to higher level technical
education through its talent development programme. To kick start the project, AML has
established a talent development steering committee comprising of representative from the
Ministry of Education, the Ministry of Mines and Mineral Resources, the University of Sierra
Leone and African Minerals. The project will commence with the upgrading of the Magburaka
Government Technical Institute to a state of the art institution to serve as a centre of excellence
for technical education in the country. Enrolment at the Institute will start with 500 students and
will increase to 750 students (within two years) when fully operational.
Within the talent development programme, AML is working on a PPP with the USL to establish
the Faculty of Mines and Technology with focus to producing future mining and technology
professionals to manage the respective sectors.
Addax Bioenergy facilitates Farmer Field and Life School for Training in Agriculture
Addax Bioenergy is building the capacity of local farmers in its operational areas by providing
comprehensive skills training in agricultural production and farm management through its Farmer
Development Programme. Farmers are trained to produce better crops and more yield. The
programme is specifically designed to sharpen the observational powers of farmers through the
use of agro – ecosystem analysis. The scheme is to complement government’s efforts in
improving the agriculture sector as well as to provide nutritional support to farmers in local
communities. Recently, on the 7th
February 2013, 397 (Three Hundred and Ninety Seven) farmers
comprising 210 (two hundred and ten) women graduated from the programme. The project
currently involves 19,000 (nineteen thousand) beneficiaries from 42 villages in Addax operational
areas.
In addition to the farmer development programme, Addax is currently putting modalities together
to develop another project called the Farmer Development Services at it factory site which aim to
capacitate Addax workers with access to new techniques and modern technology in production.
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7.0 SKILLS GAP ANALYSIS
The key aspects requiring industry/output alignment are generally combined into skills and
knowledge; both of which are relevant for productivity and job function. This take us further to
employability skills or job readiness skills; which includes skills that help employees fit into and
remain in the work environment. They are basic skills necessary for getting, keeping and doing
well on a job. Employability skills are generic in nature rather than job specific and cut across all
industry types, business sizes and job levels. Skills gap is the difference(s) between the skills
needed on the job and those possessed by the applicants or employees. It includes employability
skills and job specific technical skills that require knowledge and qualifications. Thus skills gap in
this study therefore refers to the gap and shortages between Sierra Leone’s private sector skill
needs and the current capabilities of its workforce.
This study therefore incorporates analysis of skills gap aimed at revealing the differences between
the required and the existing skill levels. It includes recommended strategies for reducing the
differences or closing the gap. The analysis also include skills audit where feasible that identified
the number of skills shortages by specialization in the key sectors’ workforce.
The presence of foreign mining, agricultural corporations including international hotel chains will
no doubt boost the private sector in Sierra Leone. The skills for managing these corporations and
facilities must be readily available to forestall expatriate employment and make the local content
policy a reality. The local content policy is a good starting point, but could not be functional if
Sierra Leoneans are not equipped with skills that can enable them take advantage of the
provisions in the policy.
Education beyond the school levels is at cross road with labour market demands and economic
growth. Graduation rates from the senior school level have been consistently poor. According to
statistics from the West African Examination Council, the number of candidates who passed with
credits in 5 subjects (standard university requirement) is less than 10 percent of the number of
candidates who sat to the examinations from 2008 to 2011. Even at such a low rate, the tertiary
institutions are said to be fining difficulties in accommodating all the graduates with 5 subjects
and above. There is a huge gap between the number of students registered and the available
physical facilities (space, etc)9.This calls for the establishment or, and upgrade of quality TVETs
institutions to absorb and provide middle level skills training for school levers.
In 2008, when there were 370 registered TVET institutions in the country, a hundred or more
were operating without registration with MEST. The products of those institutes are varied
serving the tourist, mining and agricultural sectors. The government supported about 50% of the
registered institutions with provision of grants and payment of teachers’ salaries. The quality of
teaching, certification and other aspects are not supervised or regulated. It is therefore difficult to
assess contribution to the work force even though there is no doubt that these institutions are
playing an important role in skills training for youths.
The main supplier of formal skills for the agriculture sector is Njala University and RAIs. Skills
training for the mining sector is mainly provided by FBC and MMCET, complimented by GTI,
and a number of TVET institutions with diverse curricula and certification processes. A
9 JICA Report 2011
45
significant number of the latter institutions are not regulated or supervised by MEST. MEST
needs more resources (human and otherwise) to play the expected regulatory and supervisory role.
The tourist industry draws its supply of skills from MMCET (brookfields campus), IPAM and a
few other colleges such as College of Travel and Tourism Studies (NCTVA certified) that offer
diploma courses. The banking sector, though without a specialized banking institute depends on
its manpower requirements from FBC, IPAM, Njala University, and numerous other business and
accounting institutions. Skills training in the banking sector are also complimented by in-house
facilities within the banks, and for some foreign-owned banks, in their headquarters’ training
schools. On the other hand, the banks should collaborate in having a banking institute which may
not only be beneficial to the demand of the banks in the industry but will also be cost effective.
While the in–house training school is a successful mode for building careers within a bank, it may
not provide the impetus to address skills gap in the sector. Curricula review and course
development of existing institutions in conjunction with the banks could provide a more versatile
solution to the skills gap issue.
Skills gap in the Agriculture Sector According to the survey, there is a gap in skills across all the cadres of the sector. Overall, majority
37%, 57%, 52% of survey respondents think there are skills gaps amongst the senior
management, middle management and trades workers respectively. When asked the general
question of perception of skills level of management, majority of respondents (59%) said it needed
urgent improvement. On the specific question of which field they experience difficulties to fill job
vacancies, 55% of respondents chose soil management. On the issue of why vacancies have been
difficult to fill, 61% of respondents thought it is due to lack of appropriate skills. On how they plan
to the fill the existing gaps, respondents were split on how to go about it: 28% said they should
conduct in-house training, while 25% of respondents prefer contracting local trainers to retrain
their staff.
Negative work ethics and attitude toward duties and job responsibilities amongst junior and middle
level employees came out prominently in the survey. About 70% percent of respondents showed
some level of frustration about the negative attitude of their middle and trades employees toward
job responsibilities. Looking forward into the future, 43% of respondents chose soil management,
mechanics, farm management, bookkeeping and monitoring as rare skill areas for employability in
the sector.
Perception about Training Institutions
Majority, especially commercial farmers (65%) think universities and training institutions in Sierra
Leone are not producing quality graduates for placement into the agriculture workforce. Going
forward, majority of respondents (42%) said current training providers need a complete overhaul,
and that TVET institutions should be given the required resources to train to fill the middle
manpower and technicians or trades workers.
Gender Disparity in Agricultural Labour
There is a mixed perception about gender, especially the role of women in the agriculture labour
force. In the formal agriculture sub - sector, especially in the commercial farms, majority of
respondents (45%) prefer male workers. On the specific question on whether gender balance in
46
recruiting is a core company policy, majority (40%) of respondents disagreed. The situation is
however completely different in the smallholder commercialization and in the informal rural
settings. In the smallholder commercialization, majority (50%) of respondent said 62% of
agricultural business centre workers were female. In the informal rural agriculture, majority (55%)
of respondent said 65% of farm workers were female. In the aggregate, the analysis shows that the
majority of agriculture sector workforce is composed of women.
Skills Gap in Mining Sector
According to the survey, there is a gap in for all skills across all levels and cadres of the sector.
Majority 49%, 66%, and 45% of survey respondents said there is a skills gap amongst the senior
management, middle level and trade workers respectively. When asked the specific question of
which field they experience difficulties to fill job vacancies, majority (48%) of respondents chose
mining engineer, geologist, and technicians. On the question of why vacancies have been difficult
to fill, 70% of respondents said it was due to lack of appropriate skills. On plans to the fill the
existing gaps, 46% of respondents said they preferred recruiting expatriates from overseas for
management and middle level positions.
Negative work ethics and attitude towards duties and job responsibilities trade workers also came
out prominently during the survey, 85% percent of respondents said ethics and diligence to duty is
lacking among their junior workers. Looking forward into the future, majority (39%) of
respondents chose general technician, heavy machine operator, geology, bookkeeping and
environmental specialist as core skill areas for employability in the sector
Perception about Training Institutions
Majority (79%) of respondents said universities and training institutions in Sierra Leone are not
producing quality graduates for placement into the mining workforce. On the specific question on
whether training institutions and universities in Sierra Leone continually upgrade their curriculum
and capacities to meet the labour requirement of the mining sector, 68% of respondents disagree.
On the way forward, majority of respondents (58%) said there that is urgent need for a mining
college in the country, and that TVET institutions should be given the required resources to train
to fill the middle manpower needs of the mining industry.
Gender Disparity in Mining labour
The mining sector is male dominated even at the formal level. Total work force is composed of
75% male and 25% female. At the artisanal level, it almost a 100% male affair; majority of
respondents (85%) said they prefer male workers. On issues of same job responsibilities and equal
pay, majority said male workers are given more job responsibilities and therefore higher pay.
Skills Gap in Tourism Sector
The response rate compared to number of establishments in the sector was about 4% due to the fact
that there are a number of establishments in the sector especially guest houses which have very
rudimentary services, skeletal staff and some though registered with NTB in 2012, were not
existence at the time of the survey. Some questionnaires were uncompleted despite repeated visits.
There was also some unwillingness to disclose staff numbers by those who responded.
47
Respondents to the survey identified “Customer Service” as core to their operations, and as an area
where there was a skills gap. Other skills that emerged as priority needs by the various respondents
included “catering”, “bookkeeping” and “communication”. The questionnaires responses were
consistent with information gathered in interviews with management personnel.
The minimum educational level of recruitment was indicated to be at SSS level or diplomas(ND,
HND) in vocational training. The perception by management was that graduates from training
institution were performing well below expectation due to lack of proper training and commitment.
Only 45% of respondents were of the opinion that the skills level of their staff was good.
The respondents identified the following skills as relevant for the development of the industry (a)
catering (b) hotel reservation (c) communication and language skills (d) food hygiene (e)
bartending (f) work ethics (g) wait staff and (h) business management. A key finding from
interviews and responses is that these skills are not readily available. Some of the reasons
advanced are that (i) there are a number of training institutions with their own curricula and
certification process (ii) students who enter some of these institutions do not necessarily have
even basic education (iii) entrance requirement do not make for proper screening and (iv) students
are not exposed to appropriate and enough practical experience during training.
Only 30% of the institutions surveyed indicated that they used student interns. Interviews
reveal that not many are interested in using interns as they do not believe that internships
are beneficial to them particularly in recruiting permanent staff. Furthermore managers
were not convinced of good performance of students. On the contrary it was mentioned
that lack of commitment and unrealistic expectations of the market place by interns did
not usually augur well with management.
Interviews indicated that work ethics of male staff in the industry are better and easier to handle
than female staff, which may be the reason for the gender disparity
The survey revealed that employers were not enthusiastic to take on apprentices and interns for
practical experience. The dialogue between the training institutions and employers needs to be
strengthened, structured and formalized.
The survey responses indicated that 60% of the respondent training institutions are of the opinion
that their curriculum and training reflect labour trends while 35% believed that new training
programs are required to keep pace with growth in the private sector. The technical training
institutions mentioned lack of up-to-date training equipment and research materials as severe
constraints in their service delivery. Most of their equipment was assessed as irreparable or
obsolete. Companies that depend on these institutions for trainees, should be willing to be
directly involved in syllabus creation, curricula development and sharing their expertise, and also
contribute towards providing state-of-the-art training equipment.
Employers registered their dissatisfaction with the competency levels, commitment and work
ethics of employees. Employers mentioned a fall in standards over time, performances below
expectation and the need to review the content and level of courses to match current labour trends.
A number of employers interviewed reported that willingness to learn and self-motivation were
48
not prominent in their workforce. These traits are considered personal and less likely to be
taught. It is obvious that without the right attitude, it would be difficult for an employee to
succeed in the work environment. Employers should also be encouraged to institute formal
orientation training for new employees followed by periodic training. No doubt this would
require management to invest time and resources in training and mentoring. However, if
remuneration is not deemed commensurate with qualifications, then motivation and commitment
could be lacking.
A probe of the remuneration and rewards policy from the employers’ view point does not seem to
be the issues as these are competitive in relation to the public sector.
The survey clearly indicated the skills gap including mismatch between qualifications and job
requirements. It also outlined the number of shortages in skills demanded by occupation and
professions across sectors.
The responses from the graduate career survey revealed that 58% of the respondents were of the
opinion that their training was relevant and adequate for their current jobs. In general, graduate
employees were of the opinion that their training had adequately prepared them for the labour
market.
In terms of overall gender proportion, responses for both tourism and banking suggest that there
are no significant or inherent biases. 83% of respondents were gender sensitive in their company’s
policies; staff with same responsibilities received same remuneration and maternity leave with
pay. For agriculture, the analysis showed that the sector workforce is composed of 60% female
and 40%. The analysis however showed that the mining sector workforce is male dominated;
more than 75% of mining workers are men. Gender balance should therefore be a concern for
policy makers for this sector.
Education institutions and the private sector must work closely to close the skills gap and better
manage expectations and performance. Companies should be involved in education boards, guest
lecturing and sharing practical knowledge at every opportunity. A forum must be set up to
facilitate dialogue and collaboration between training institutions and the private sector. The
feasibility of extending the mandate of the TEC to take up this aspect should be considered.
A general malaise, lack of motivation and mediocrity were identified as prevalent in the
workforce in Sierra Leone. Also, negative attitude of employees towards duty was a common
factor across all the sectors. Different educational requirements and specific technical trainings
for various sector workers are very crucial for the growth of each sector.
Also, a number of training providers exists across the country. The immediate remedy for closing
some of the gap would be collaboration between the existing training institutions and private
sector establishments to undertake curriculum reviews to make sure specific industry courses are
incorporated into training course structure (syllabus).
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8.0 RECOMMENDATIONS
The current school system, irrespective of the newly restructured 6-3-3-4 that provides one more
extra year for learning needs to be capacitated with more trained and qualify teachers, physical
structures and modern teaching materials. MEST should implement a number of actions that
would positively and urgently impact the quality of the education system at the school level.
These should include (i) re-introduction of the single shift system so that students will have more
instruction in school and adequate time to do their homework (review their lessons) and study
after school. (ii) improve on monitoring and supervision of schools, an aspect which in the past
contributed to maintaining quality; this would entail continuous training of the ministry’s
inspectorate staff, school management committees and members of boards of governors’, (iii) the
financial aspects of running schools must be thoroughly assessed and built into budget allocations
to adequately address school subsidies and teachers’ salaries to avoid disruption of teaching
/learning time, as well as making the teaching profession more attractive, and (iv) teaching and
learning materials must be available and complemented with school libraries.
The growing student populations, inadequate learning materials and overcrowded campuses is a
challenge for tertiary institutions in Sierra Leone today. This calls for embracing Information
Communication Technology (ICT) as a tool for higher education planning. In this context, e-
learning and ICT enhanced learning models should be incorporated into tertiary educational
curriculum to accommodate applicants who fulfils entry requirements. Key advantage of e-
learning approach is that people acquire skills and competences from distances apart and in the
process use resources effectively, efficiently and in a sustainable way. Thus e-learning approach
can help foster collaboration between learning institutions in different locations across the
country. In other words, FBC can collaborate with Northern Polytechnic Makeni to provide
technical skill training for mine workers in the Northern region effectively and efficiently using
ICT.
The mandate of Tertiary Education Commission (TEC) should be extended to include a skills
development component or unit. The objectives of such a component must be among many
others, the transformation of public TVETs institutions to “ quality for – profit” training
institutions. The component would be responsible for the upgrade of local skills to international
standards. This could be done through major private sector involvement in creating necessary
frameworks for standards, curriculum, and quality assurance. The mission of the unit would be to
support, enhance and coordinate private sector initiatives in developing quality skills through
appropriate Public – Private Partnership schemes; strive for significant financial and operational
involvement from the private sectors. It must be a “market – maker” that brings financing into
training institutions that are particularly weak in mobilizing their own resources. Government of
Sierra Leone can work in collaboration with development partners to lead in this direction by
providing financial and technical resources.
The 6-3-3-4 system had envisaged that TVET will be mainstreamed into primary schools as well
as integration into the secondary school curriculum. This has not been achieved partly due to the
equipment – intensive nature of TVET and the lack of qualified and trained teachers for the
various skills. Furthermore while pupils who follow a purely academic pathway at secondary
level are assured of an organized and clear cut pathway to a school leaving certificate, this is not
the case for TVET. Parents are therefore not comfortable in opting for a non-academic stream.
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TVET seems to be left wide open especially in terms of curriculum and certification. The
Government’s budget to the education sector should reflect commitment to strengthen TVET to
cater for the skills training needs of the country for those who cannot pursue university education.
MEST should strengthen monitoring and supervision of TVETs so that degrees and certificates
provided by these institutions meet quality standards that could be accepted nationally and
internationally.
There is a strong perception among many in Sierra Leone that going to university is the only
assured way that guarantees good job with good salary, and that vocational skill – oriented
training lack long term job prospects. This perception can be changed by switching the focus of
education from only academic to the benefits of being a professional. One way to do is to embed
career planning into the school curriculum. This will encourage students to think about their
academic, personal and career goals while still at the secondary school level. MEST should
include Career guidance courses and counseling lessons in the syllabus at the SSS level. In other
word, students at the SSS level should learn about various occupations including typical work
hours, wages by occupation, as well academic and vocational training paths. Thus reducing the
stigma attached to vocational education would go a long way in matching young people to the
right education and occupations.
The private sector, especially the mining sector must be encouraged to play a major role in
providing training for potential and existing workers in the sector. This could be done through
partnership arrangements with TVETs institutions and mining companies. The role of the mining
companies in such arrangement will include the provision of quality training facilities,
equipments, advice on curriculum development and apprenticeship programmes. Suggestions
came through interviews for the establishment of a mining college in the country; mining
companies could also play a leading role in establishing such a college by providing the required
resources to the government of Sierra Leone to undertake the project. They can also partner with
private training institutions to establish the college.
Attitude of employees was a common factor for each bank during the survey. This could be
addressed by monitoring and counseling, facilities which are not readily available in the banks.
An industry-wide training institution (National banking Institute) should resonate with fixing
these industry-specific skills gap and upgrade quality of the workforce. Suggestions came through
interviews that a review of the education system and a total overhaul, though expensive, might
offer a more holistic approach.
The Tourism sector needs complete overhaul from review of legislation, technically capacitating
the National Tourists Board to make environmental and sanitary provisions to attract high end
tourists. The changing landscape of the Tourism sector resulting from new technology and eco–
tourism is creating sophistication that requires continuous upgrade in modes of delivery in
tourism services. Specialized job skills and knowledge are needed to keep pace with current and
future demand of the sector. The National Tourist Board can be proactive once more by
collaborating with MMCET to initiate partnership arrangements with private sector institutions
(hotels and restaurants) for the provision of specialized tourism skills.
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The Tourism Training Center - MMCET campus at Brookfields needs immediate financial and
technical assistance to operate effectively as a quality training institution to close tourism-specific
skills gap. It needs a total overhaul and upgrade of its facilities and teaching materials. It need
modern equipment for it workshops and kitchen. The Center could become effective by upgrading
the former brook field hotel facility into a modern first class hotel that can complement and
provide practical work experience for graduates of the faculty.
National skills development and support to training institutions should be seen as a corporate
social responsibility by large corporations doing business in Sierra Leone. Such support could be
in capital investments in equipment for training laboratories (MMCET Congo cross campus,
Government Technical Institute at Kissy Dockyard) and in the construction of training facilities.
Thus MEST need to establish formal collaboration with key private sector operators so as to
harness the potential training provision opportunities that exists within the private sector.
The expectation that RAIs would emerge at the inception of the 6-3-3-4 system to provide middle
manpower training for the agriculture sector did not fully materialize. Though there are seventy
(74) institutions classified as RAIs, a good many of them are not dedicated to training in
agriculture. MEST in conjunction with the ministry of agriculture should collaborate to ensure
that RAIs place more emphasis on training in agriculture.
The MEST should develop an integrated Gender Policy for education to consolidate and
strengthen existing policies (National Gender mainstreaming 2000, Support of Girl Child
Education). The ministry should ensure that consultation mechanisms include girls’ and
women’s’ voices, and must recognize and design a strategy to capture the constraints girls and
young women face in the learning environment. Also, MEST should place specific focus on
strengthening national education research on gender issues and analysis in the education sector.
Such focus would be to enable more evidence based gender programming for better
understanding of the issues for policy formulation and planning.
A review of IPAM courses (modular) was undertaken in 2010 with inputs from employers. This
type of review needs to be done periodically by the training institutions and with inputs also from
the graduates in the work force given that new products and trends are constantly emanating from
industries.
Based on responses to the survey questionnaires and key informant interviews, MMCET
(brookfields campus) and other training institutions supplying skills to the tourist sector need to
review their curricula to diversify the course content in readiness for growth in the tourism sector.
The tourist establishments (hotels, guest houses and restaurants) believe that the training
institutions’ products need to be improved and such improvement should commence at the
admission stage. This being a specialized industry, admission should not be limited to academics
but aptitude and interest should play important role.
52
10. 0 Action Plan Matrix
Issues Action (How) Agency Time Frame
Immediate Medium Term Long Term
Current school system needs to be capacitated
with more resources and, physical structures.
MEST should also expedite the reintroduction
of the single shift system so that students will
have more instruction in school and adequate
time to do their homework (review their
lessons) and study after school.
Construct more physical school
buildings, train more teachers and
provide more teaching materials.
Also Expedite return to single
shift for all schools.
MEST
Improve on the quality of education across
school levels
Provide adequate teaching and
learning materials including
computer laboratories and
liberties for secondary schools
MEST, NGOs,
Donors √ √ √
There is a strong perception among many in
Sierra Leone that going to university is the
only assured way that guarantees good job
with good salary, and that vocational skill –
oriented training lack long term job prospects.
Incorporate career guidance
courses and counseling lessons in
the syllabus at the SSS level.
MEST √ √
To raise literacy rate in the country Set up adult literacy centers
across the country
MEST, NGOs,
Donors √ √ √
Raise TVET qualification to acceptable
standards. MEST in conjunction with
NCTVA should work to set standardized
syllabus and curriculum with clear path ways
for school leavers who could not pursue the
academic route from secondary school
Harmonize curricula for all
TVETS, conduct standardized
examination for TVETS, all
TVETS institutions must comply
with NCTVAs accreditation
system
MEST, (TVET, NCTVA,, WEAC)
√ √
The mandate of Tertiary Education
Commission (TEC) should be extended to
include a skills development component or
unit. TEC should transform of public TVETs
Provide financial and technical
resources to TEC to expand its
mandate to skills development
unit.
GoSL/
Development
Partners
53
institutions to “quality for – profit” training
institutions. TEC should upgrade local skills
acquired to international standards
Improve on quality and sector specific
technical training for potential and current
workers
Organize PPP between Private
sector institutions and training
providers (private sector should
support in providing learning and
teaching materials)
MEST, Private sectors
The changing landscape of the Tourism sector
resulting from new technology and eco –
tourism is creating sophistication that requires
continuous upgrade in modes of delivery in
tourism services
The NTB Should collaborates
with MMCET to strike PPP deals
with private sector institutions to
devise strategies to provide
specialized tourism skills.
NTB, MMCET, Private sector
The Tourism Training Center - MMCE
campus at Brrokfields need immediate
financial and technical assistance to operate
effectively as a quality training institution to
close tourism-specific skills gap.
Upgrade hotel at tourism training
center to a modern first class
status to complement and provide
practical work experience for its
graduates and faculty.
GoSL/
Development
Partners
There is an ineffective coordination by
MLESS and stakeholders of the labour sector
including skills providers and those in need of
skilled labour. These leads to underutilization
of available opportunities and resources, and
sometimes poor management of investments.
Develop clear guidelines and
framework for the labour market.
Establish relationship with the
private sector institutions.
MLESS
√
There is no available information on Sierra
Leone labour standards including information
on legal framework on labour issues.
Sierra Leone must urgently
review its labour laws. It also
need update its reports and
information on the core labour
standards which have ratified
over the years.
MLESS, law
officers’
department,
MDAs
√ √
The expectation that RAIs would emerge at MEST in conjunction with the MEST &
54
the inception of the 6-3-3-4 system to provide
middle manpower training for the agriculture
sector did not fully materialize. Many RAIs
are not dedicated to training in agriculture.
ministry of agriculture should
collaborate to ensure that RAIs
place more emphasis on training
in agriculture.
MAFFS
SCP is a nationwide network of agribusiness
service that involvement management of retail
outlets that serves as bulking centers for
agricultural inputs and outputs. Management
and accountability could be a challenge.
Compilation of various distribution reports
may be difficult to consolidate.
Direct investments toward
internet-based software to track
inputs and warehouse inventories
in real time.
SCP, MAFFS
The MEST should develop an integrated
Gender Policy for education to consolidate
and strengthen existing policies (National
Gender mainstreaming 2000, Support of Girl
Child Education, etc). The ministry should
ensure that consultation mechanisms include
girls’ and women’s’ voices, and must
recognize and design a strategy to capture the
constraints girls and young women face in the
learning environment.
Prioritize with specific focus on
national education research on
gender issues and data collection
for planning and capacity
building for gender
mainstreaming.
MEST √ √ √
55
9.0 BIBLIOGRAPHY
1. National Action Plan for Employment Policy 2004, Federal Republic of Germany:
Pursuant to Article 128 of the European Commission Treaty
2. Investment Climate in Africa Program - Four Country Impact Assessment; Sierra Leone
Country Report, By:
Economisti Associati SrL (Italy), Center for Economic and Social Research (Poland),
The Africa Group LLC (USA)
3. Adding Value through Trade For Poverty Reduction; A Diagnostic Trade Integration
Study:
Ministry of Trade and Industry – Sierra Leone
4. Tourism Skills and Knowledge Needs Assessment–United States Agency for
International Development: Bradley Weiss (Competitive America Private Sector Project)
December 2007
5. A Guide for Identifying and Addressing Scarce and Critical Skills in the Mining and
Minerals Sector 2008-2010: Mining Qualifications Authority
6. Transitions from Higher Education to Work- Ley Harvey (Centre for Research and
Evaluation, Sheffield Hallam University). Ley Harvey and contributions, February 2003.
7. Unleashing the Talent of our People:
A strategy for developing Private Sector Development in Sierra Leone.( Private Sector
Development Strategy Program, Ministry of Trade and Industry). 2009 – 2013
8. DFID Sierra Leone:
Private Sector Development Strategy Programme – Diagnostic Report; by Nathan EME,
August 2008.
9. World Bank, Doing Business Index:
http://www.doingbusiness.org/data/exploreeconomies/sierra-leone/
10. A fresh look at unemployment in Sri Lanka: Report No. 19609 – CE August 10, 1999.
http://wds.worldbank.org/serveIt/WDSContentserver/
11. Sierra Leone Integrated Household Income Survey (SLIHS):
Statistics Sierra Leone 2004 Census.
12. Sierra Leone Education Sector Plan; A Road Map to Better Future 2007 – 2015:
Ministry of Education, Science and Technology 2007.
13. Study to support Establishment of a Policy Note Higher and Tertiary Education in
Sierra Leone – Japan International Corporation Agency (JICA) – July 2012
14. Sierra Leone Education Sector Plan – A road map a better future – MEST 2007.
15. Sierra Leone Education Sector Capacity Development Strategy 2011 – 2015
56
ANNEXES
1
ANNEX I: REGISTERED STUDENTS AND ACADEMIC STAFF IN TERTIARY INSTITUTIONS
Institution 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 Academic/Prof.
Staff(2011/12)
Student/
Staff
Ratio(2011/12)
Subject/
Courses
2011/12
FBC 3542 (19) 3722(21) 3905(23) 4187(25) 4332(26) 4484(26) 267(12) 17:1 182
IPAM 1575 (29) 2078(38) 2173(36) 2350(35) 2883(35) 3468(38) 104(25) 33:1 115
NU 2599 (34) 3929(34) 3511(20) 3747(39) 4503(39) 6154(35) 289(12) 21:1 174
MMCET 4762(42) 3364(39) 3653(48) 3666(39) 3810(38) 4329(34) (299)(21) 14:1 78
Eastern
Polytechnic
1980 (32) 2015(29) 2717(25) 2087(38) 2363(36) 3554(36) (264)(20) 13:1 93
Northern
Polytecnic
1703(33) 1416(39) 1774(26) 2645(39) 2735(41) 2934(41) 199(6) 15:1 44
13 TEC-registered
Private Tertiary
Inst.
n.a 2502(52) 2975(43) 3380(44) n.a n.a
Source: Tertiary Education Commission. Figures in bracket represent percentage of females
2
ANNEX II: ANNUAL EXPORTS BY COMMODITIES
Commodities Volume (Ton/Lg) Value (USD)
2008 2009 2010 2011 2012 2008 2009 2010 2011 2012
Cocoa (M.Tons) 17,897 16,937 16,071 17,999 11,931 14,982 20,545 37,051 44,021 18,458
Coffee (M.Tons) 1,958 8,145 2,704 3,788 - 1,487 13,124 1,698 2,000 -
Rice (Seed Rice) 200
Oil Palm 200 60 57 60
Fish (Fisheries) - - - - - 2,045 14,801 150 746 456
Sugar (M.Ton) 6,787 5,022 - 60
Diamond (000 C’) 371 400 436 350 343 98,804 78,374 113,514 129,766 106,304
Gold (Ounces) 5,623 5,361 9,362 5,288 3,578 4,116 4,764 9,295 7,279 4,435
Bauxite (Tons) 815,371 680,220 1,254,743 1,421,757 611,323 28,063 18,678 31,061 38,988 14,293
Rutile (Tons) 69,164 66,666 70,131 44,619 33,860 36,659 35,920 40,567 34,436 117,396
Iron Ore (Tons) - - - 339,327 2,807,454 - - - 14,863 236,477
Timber (M.Tons) 9,052 38,878 3,832 737
Source: Country Economic Report and GDP Data – Bank of Sierra Leone, 2012
3
Annex III: Gross Enrolment and Proxy Completion Ratios by School Level
GER (%) PCR (%)
School Level Gender 2003/04 2010/11 2003/04 2010/11
Primary Male 131 126 64 79
Female 113 118 48 73
Overall 121 122 52 76
JSS Male 42 69 33 57
Female 28 55 18 41
Overall 35 62 26 49
SSS Male 17 40 17 35
Female 6 24 4 17
Overall 12 32 11 26
Source: School Census Reports 2003/2004 and 2010/2011
4
ANNEX IV - PRIVATE SECTOR SKILLS GAP QUESTIONNAIRE
SECTOR: AGRICULTURE
Name of the Organization: ____________________________
Department: _________________________
Designation: __________________________
Phone: _____________________
Location: ______________________________
Number of Workers: Total (___________________)
a. Sierra Leoneans (__________) b. Non Sierra Leoneans (_________)
5
Section 1: This section assesses the availability /gap in scarce and core skills.
It relates specifically to senior management
Q1. Which of the following fields do you experience difficulties to fill job vacancies?
i. Plant management
ii. Pest control
iii. Agricultural Extension
iv. Soil management
v. Irrigation
Q2. Why have vacancies been difficult to fill in the field you selected?
i. Higher remuneration offer by employers in the industry
ii. Lack of appropriate work experience
iii. Lack of appropriate skills
iv. Lack of appropriate educational background
v. Other, please specify……………………………………………..
Q3. Looking at the trend of the industry, what do you think are the core skills areas for
both the present and future employability into this company?
No Skills No Skills No Skills No
1 4 7 10
2 5 8 11
3 6 9 12
Q4. National training institutions and universities continually upgrade their curriculum and
capacities to meet the manpower needs of the agriculture sector
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
6
Section 2: This section assesses the availability/lack in core and critical skills.
It relates to professionals and middle managers
Q5. What are the selection and evaluation criteria for employment?
i. Work Experience
ii. Academic qualification
ii. Availability of core skills
iv. Corporate value
v. Special Skills, please specify………………………………….
Q6. Which of the following skill is core to the Company
i. Animal husbandry
ii. Vegetable crop production
iii. Soil management
iv. Fruit crop production
v. Environmental analyst
Q7. The skills level of your management staff need improvement?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q8. If 4 or 5 in question Q6, how do you plan to fill your skills gap?
i. Contracts local institutions to retrain staff with needed skills
ii. Send key staff overseas for training
iii. Conducts in house company wise staff training
iv. Recruits expatriates from overseas
v. Other, specify………………………..
Q9. Gender balance in recruiting is a core company policy
i. Strongly disagree
ii. Somewhat agree
iii Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
7
Section 3: This section assesses the availability/lack in top up and critical skills.
It relates to technicians, trade workers and general labour
Q10. What is the minimum work experience normally required for employment in the company?
i. Less than 1 year
ii. 1 year
iii. 2 – 4 years
iv. 4 – 6 years
vi. 6 – 9 years
Q11. What is the minimum educational level required for employment in the organization?
i. Basic / primary education
ii. Junior secondary + Technical or vocational training
iii. Senior secondary + Technical or vocational training
iv. Advance Technical or agricultural extension training
v. University education
Q12. How can you describe the competency level of technical and field staff?
i. Not demonstrated
ii. Developing
iii. Capable
iv. Outstanding
v. Cannot tell
Q13. Which of the following skills is critical to company?
i. Agricultural extension
ii. Maintenance planning
iii. Pest control management
iv. Irrigation technician
v. Surveying technician
Section 4: This section assesses the general manpower and employee development.
It relates to all cadre of the workforce
i. ……………………………………………………………………………………
ii. ……………………………………………………………………………………
iii. ……………………………………………………………………………………
iv. ……………………………………………………………………………………
v. ……………………………………………………………………………………
Q14. Employees are satisfied with your recent appraisals
i. Strongly disagree
ii. Disagree
iii. Neither disagree nor agree
iv. Agree
v. Strongly agree
8
Q15. Please indicate the gender profile of staff in your company
i. Men are paid more than female: Yes/No
ii. Men and women are given equal job responsibilities: Yes/No
iii. Women are found mostly in human resources and customer care: Yes/No
iv. Onsite daycare facilities: Yes/No
v. Maternal leave with pay: Yes/No
Q16. How many works permit applications do you file annually?
i. 2011. ………………………….
ii. 2010…………………………..
iii. 2009…………………………..
iv. 2008……………………………
v. 2007…………………………….
Q17. Performance based rewards by HR are very attractive
i. Strongly disagree
ii. Disagree
iii. Neither disagree nor agree
iv. Agree
v. Strongly agree
Please indicate your Skills Requirements
Occupation Total Number
Required (2012)
Total
Available
Current Gap
MANAGERS
Chief Agriculturist
Farm Manager/Poultry
Marketing Manager
Human Resources Manager
Financial Manager
Environmental Manager
Plant Manager/Production
9
Stores Manager
PROFESSIONALS
Irrigation Expert
Management Accountant
Soil Management Expert
Plantation Manager
Training and Skills Development Expert
Community Liaison Officer
Surveyor
Chemist
Agronomist
Business Development Expert
TECHNICIANS & TRADES WORKERS
Agriculture Extension
Surveying Technician
Pest Control Officer
Safety Inspectors
Account Clerk/Bookkeeper
Butchers/Meat processors
Laboratory Technician
Environmental Assistant
Sales Person
Fitter (General)
Electrician
Machine operator(Power Tiller, Caterpillar Harvester
Store Assistant
Tractor Driver
Produce Buyer
Rice Mill Operator
TOTAL
10
ANNEX V - PRIVATE SECTOR SKILLS GAP QUESTIONNAIRE
SECTOR: MINING
Name of the Organization: ____________________________
Department: _________________________
Designation: __________________________
Phone: _____________________
Contact Address: ______________________________
Number of Workers: Total (___________________)
c. Sierra Leoneans (__________) b. Non Sierra Leoneans (_________)
11
Section 1: This section assesses the availability /gap in scarce and core skills.
It relates specifically to senior management
Q1. Which of the following fields do you experience difficulties to fill job vacancies?
i. Operations managers
ii. Supply and distribution managers
iii. Mining Engineers (managers)
iv. Financial managers
v. Environmental Specialist
Q2. Why have vacancies been difficult to fill in the field you selected?
i. Higher remuneration offer by employers in the industry
ii. Lack of appropriate work experience
iii. Lack of appropriate skills
iv. Lack of appropriate educational background
v. Other, please specify……………………………………………..
Q3. Looking at the trend of the industry, what do you think are the core skills areas for both the
present and future employability into this company?
No Skills No Skills No Skills
1
4 7
2
5 8
3
6 9
Q4.National training institutions and universities continually upgrade their curriculum and
capacities to meet the manpower needs of the mining sector
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
12
Section 2: This section assesses the availability/lack in core and critical skills.
It relates to professionals and middle managers
Q5. What are the selection and evaluation criteria for employment?
i. Work Experience
ii. Academic qualification
iii. Availability of core skills
iv. Corporate value
v. Special Skills, please specify………………………………….
Q6. Which of the following skills are core to the Company
i. Management accounting
ii. Supply chain management
iii. Engineering
iv. Environmental analyst
v. Human resources
Q7. The skills level of your management staff need improvement?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q8. If 4 or 5 in question Q6, how do you plan to fill your skills gap?
i. Contracts local institutions to retrain staff with needed skills
ii. Send key staff overseas for training
iii. Conducts in house company wise staff training
iv. Recruits expatriates from overseas
v. Other, specify………………………..
Q9. Gender balance in recruiting is a core company policy
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
13
Section 3: This section assesses the availability/lack in top up and critical skills.
It relates to technicians, trade workers and general labour
Q10. What is the minimum work experience normally required for employment in the company?
i. Less than 1 year
ii. 1 year
iii. 2 – 4 years
iv. 4 – 6 years
v. 6 – 9 years
Q11. What is the minimum educational level required for employment in the organization?
i. Basic / primary education
ii. Junior secondary + Technical or vocational training
iii. Senior secondary + Technical or vocational training
iv. Advance Technical or vocational training
v. University education
Q12. How can you describe the competency level of technicians and trade staff?
i. Not demonstrated
ii. Developing
iii Capable
iv. Outstanding
vi. Cannot tell
Q13. Which of the following skills are critical to the company?
i. Safety inspection
ii. Maintenance planning
iii. Engineering technician
iv. Web administration
v. Atmospheric science technician
Section 4: This section assesses the general manpower and employee development.
It relates to all cadre of the workforce
Q14. What can you suggest/recommend to skills providers to better serve your manpower needs?
i.………………………………………………………………………………………
ii………………………………………………………………………………………
iii………………………………………………………………………………………
iv………………………………………………………………………………………
v………………………………………………………………………………………
14
Q15. Employees are satisfied with your recent appraisals
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q16. Please indicate the gender profile of staff in your company
i. Men and women are given equal job responsibilities: Strongly disagree
ii. Onsite daycare facilities: Somewhat disagree
iii. Maternal leave with pay: Neither agree, nor disagree
iv. Men are paid more than female: Somewhat agree
v. Women are found mostly in human resources and customer care: Strongly agree
Q17. How many works permit applications do you file annually?
i. 2011. ………………………….
ii. 2010…………………………..
iii. 2009…………………………..
iv. 2008……………………………
v. 2007…………………………….
Q18. Performance based rewards by HR are very attractive
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
15
Please indicate your skills requirement
Occupation Total Number Required (2012)
MANAGERS
Mining Engineer
Mining Operations Manager
Human Resources Manager
Financial Manager
Environmental Manager
Facilities Manager
PROFESSIONALS
Occupational Health and Safety Expert
Management Accountant
Geologist
Training and Skills Development Expert
Community Liaison Officer
Surveyor
Chemist
Statistician/Economist
Project Development Expert
TECHNICIANS & TRADES WORKERS
Technician (mining, surveying, engineering, laboratory)
Safety Inspectors
Payroll Clerk/Bookkeeper
Environmental Assistant
Heavy Duty Diesel Motor Mechanic
Welder
Fitter (General)
Electrician
Plumber
Refrigerator/Air-Conditioning Technician
Heavy Machine Operator (Crain, Fork Lift, Excavator, etc)
Train Driver/Conductor
16
ANNEX VI - PRIVATE SECTOR SKILLS GAP QUESTIONNAIRE
SECTOR: TOURISM
Name of Company/Establishment: ____________________________
Department: _________________________
Designation: __________________________
Phone: _____________________
Contact Address: ______________________________
Number of Workers: Total (___________________)
a. Sierra Leoneans (__________) Non Sierra Leoneans (_________)
b. Female (__________) Male (__________)
17
Section 1: This section relates to management and operation
Q1. What is your core operational area?
i. Hotels, Accommodations
ii. Restaurants, Bars, and Night clubs
iii. Airport Services
iv. Transportation
v. Visitor’s attractions
Q2. What are the selection and evaluation criteria for employment?
i. Work Experience
ii. Ethics
iii. Personal presentation, dress code
iv. Team work
v. Culture and Heritage Management
Q3. Which of the following skills are core to company?
i. Communication
ii. Bookkeeping
iii. Customer service
iv. Catering
v. Bartending,
Q4. What is the minimum educational level required for employment in your Establishment?
i. Basic / primary education
ii. Junior secondary + Technical or vocational training
iii. Senior secondary + Technical or vocational training
iv. Advance Technical or vocational training
v. University education
Q5. Do you use internship of students?
i. Always
ii. Often
iii. Sometime
iv. Never, but interested
v. Not interested
18
Section 2: This section relates to skills and training institutions.
Q6. How would you describe the skills level of your staff?
i. Poor
ii. Average
iii. Good
iv. Very Good
v. Outstanding
Q7. How important is training for members of your staff who have been working with company
for than 2 years?
i. Very important
ii. Important
iii. Somehow important
iv. Not important
v. Don’t need it (Can’t tell)
Q8. How would you rate national training institutions and universities in meeting your
manpower needs?
i. Very poor
ii. Poor
iii. Satisfactory
iv. Good
v. Excellent
Q9. What can you suggest/recommend to skills providers to better serve your manpower needs?
i. ……………………………………………………………………………………
ii ………………………………………………………………………………………
iii ……………………………………………………………………………………
iv ………………………………………………………………………………………
v ……………………………………………………………………………………..
Q10. The company recruits through the following?
i. Direct - Interns and school leavers
ii. Direct - Technical and vocational college graduates
iii. Direct - University graduates
iv. Job adds via local news papers
v. Company website
19
Section 3: This section assesses trends & potentials of the Sierra Leone Tourism industry
Q11. Looking at the trend of the industry, which of the following do you think is (are) the most
relevant skills for the industry?
No Skills No Skills No Skill No Skill
1 Bartending 6 Ethics 11 Communication 16 Eco-tourism
2 Catering 7 IT in Tourism 12 Risk Mgt. 17 Field Guide
3 Beverage 8 Culture 13 Planning 18 Bookkeeping
4 Business Mgt. 9 Customer Care 14 Heritage Mgt 19 Reservation
5 Food Hygiene 10 Marketing 15 E - Business 20 Language Skills
Q12. How can you describe the prospects/potentials of tourism in Sierra Leone?
i. Very Bright
ii. Bright
iii. Good
iv. Not too good
v. It depend, please explain ……………………………………………………
Q13. What do you think about the job market growth in your sector?
i. It is stable
ii. It is growing
iii. It has reached its peak
iv. It is going down
v. It is difficult to tell
Q14. The tourism market is very vulnerable to instability and violent events?
i. Strongly agree
ii. Agree
iii. Somehow agree
iv. Disagree
v. Neutral (Cannot tell)
Q15. What changes in staff do you anticipate in the next 2 years for each of the following
employment type?
Impact on staff numbers
Increase Decrease No Change Unsure
1. Full time
2. Season
3. Part time
4. Interns
5. Trainees
20
Section 4: This section assess gender disparity, employee motivation and incentive program of
the company
Q16. How do you plan to improve or fill your skills gap?
i. Conducts in house company wise staff training
ii. Contracts local institutions to retrain staff with needed skills
iii. Through enterprise learning and development institutions
iv. Send key staff overseas for training
v. Recruit expatriate from overseas
Q17. Please indicate the gender profile of staff in your company
i. Women are paid more than men: Yes/No
ii. Men and women are given equal job responsibilities: Yes/No
iii. Women are found mostly in human resources and customer care: Yes/No
iv. Onsite daycare facilities: Yes/No
v. Maternal leave with pay: Yes/No
Q18. The company promotes on the basis of performance and merit
i. Strongly disagree
ii. Disagree
iii. Neither disagree nor agree
iv. Agree
v. Strongly agree
Q19. Employees are satisfied with your recent appraisals
i. Strongly disagree
ii. Disagree
iii. Neither disagree nor agree
iv. Agree
v. Strongly agree
Q20. Which of the following HR areas does your organization need to work on?
i. Employee benefits
ii. Employee retention
iii. Employee training
iv. Employee assistance programs
v. Employee job needs
21
Please indicate your Skills Requirements
Occupation Total Number
Required (2012)
Currently
Available
Expected
(2012 – 2017)
MANAGERS
Hotel Manager
Accountant
Marketing Manager
Human Resources Manager
Stores Manager
PROFESSIONALS
Chef
Bartender
Food Hygiene Expert
Training and Skills Development Expert
Beverage and Alcohol Specialist
Business Development Expert
TECHNICIANS & TRADES WORKERS
Customer Care
Field Guide
Reservation
Safety Inspectors
Account Clerk/Bookkeeper
Language Skills
IT Technician
Electrician
22
ANNEX VII - PRIVATE SECTOR SKILLS GAP QUESTIONNAIRE
SECTOR: BANKING
Name of the Organization: ____________________________
Department: _________________________
Designation: __________________________
Phone: _____________________
Contact Address: ______________________________
Number of Workers: Total (___________________)
a. Sierra Leoneans (__________) Non Sierra Leoneans (_________)
b. Female (__________) Male (__________)
23
Section 1: This section assesses the availability /gap in scarce and core skills.
It relates specifically to senior management
Q1. Which of the following fields do you experience difficulties to fill job vacancies?
i. Banking operations
ii. Business administration
iii. Accounting
iv. Finance management
v. Human resources
Q2. Why have vacancies been difficult to fill in the field you selected?
i. Higher remuneration offer by employers in the industry
ii. Lack of appropriate work experience
iii. Lack of appropriate skills
iv. Lack of appropriate educational background
v. Other, please specify……………………………………………..
Q3. Looking at the trends in the industry, what do you think are the core skills areas for both the
present and future employability into this company?
No Skills No Skills No Skills
1
4 7
2
5 8
3
6 9
Q4. National training institutions and universities continually upgrade their curriculum and
capacities to meet the manpower needs of the Banking sector
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
24
Section 2: This section assesses the availability/lack in core and critical skills.
It relates to professionals and middle managers
Q5. What are the selection and evaluation criteria for employment?
i. Work Experience
ii. Academic qualification
iii. Availability of core skills
iv. Corporate value
v. Special Skills, please specify………………………………….
Q6. Which of the following skills is core to the Company
i. Management accounting
ii. Financial analyst
iii. Banking
iv. Business administration
v. Others, please specify………………………
Q7. The skills level of your management staff need improvement?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q8. If 4 or 5 in question Q7 how do you plan to fill your skills gap?
i. Contract local institutions to train staff with needed skills
ii. Send key staff overseas for training
iii. Conduct in house company wise staff training
iv. Recruit expatriates from overseas
v. Other, specify………………………..
Q9. Gender balance in recruiting is a core company policy
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
25
Section 3: This section assesses the availability/lack in top up and critical skills.
It relates to technicians, trade workers and general labour
Q10. What is the minimum work experience normally required for employment in the company?
i. Less than 1 year
ii. 1 year
iii. 2 – 4 years
iv. 4 – 6 years
v. 6 – 9 years
Q11. What is the minimum educational level required for employment in the organization?
i. Basic / primary education
ii. Junior secondary + Technical or vocational training
iii. Senior secondary + Technical or vocational training
iv. Advance Technical or vocational training
v. University education
Q12. Which of the following skill is critical to the company?
i. Bookkeeping
ii. Banking supervision
iii. Accounting
iv. Human resources
v. Customer service
Section 4: This section assesses the general manpower and employee development.
It relates to all cadre of the workforce
Q13. What can you suggest/recommend to skills providers to better serve your manpower needs?
i. ………………………………………………………………………………………………
ii. ………………………………………………………………………………………………
iii. ………………………………………………………………………………………………
iv. ………………………………………………………………………………………………
v. ………………………………………………………………………………………………
Q14. Employees are satisfied with your recent appraisals
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
26
Q15. Please indicate the gender profile of staff in your company
a. Men and women are given equal job responsibilities:
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
b. Maternal leave with pay:
Yes □ No□
c. Men and women are paid the same for similar responsibilities:
Yes □ No□
Q16. How many works permit applications do you file annually?
i. 2011. ………………………….
ii. 2010…………………………..
iii. 2009…………………………..
iv. 2008……………………………
v. 2007…………………………….
Q17. Performance based rewards by HR are very attractive
i. Strongly disagree
ii. Somewhat agree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
27
Please indicate your Skills Requirements (demand)
Occupation Total Number
Required (2012)
Currently
Available
Expected
(2012 – 2017)
Book Keepers
Tellers
Marketing Managers
Other, Specify
Stores Manager
PROFESSIONALS
Accountants
Bankers
Auditors
Economists
Statisticians
Human Resource Experts
Administrators
Other, Specify
Total
28
ANNEX VIII - TRAINING INSTITUTIONS QUESTIONNAIRE
Name of the Institution: ____________________________
Type of Institution: ____ University□: _________TVET□
Designation: _________________________
Location/Campus________________
Phone: _____________________
Please attach Current Curriculum of your Institution ________________
29
Section1: Relates to Institutional Management and Students’ welfare
Q1. What is the mission of the institution?
i. ………………………………………………………
ii. ………………………………………………………
iii. ………………………………………………………
iv. ………………………………………………………
v. ……………………………………………………….
Q2. What were the annual student’s enrolments in recent years?
i. 2011 Academic year –Female (…………) Male (……….)
ii. 2010 Academic year –Female (…………) Male (……….)
iii. 2009 Academic year –Female (…………) Male (……….)
iv. 2008 Academic year –Female (…………) Male (……….)
v. 2007 Academic year –Female (…………) Male (……….)
Q3. What were the annual student’s graduations in recent years?
i. 2011 Academic year –Female (…………) Male (……….)
ii. 2010 Academic year –Female (…………) Male (……….)
iii. 2009 Academic year –Female (…………) Male (……….)
iv. 2008 Academic year –Female (…………) Male (……….)
v. 2007 Academic year –Female (…………) Male (……….)
Q4. Entrance into the Institution is rigid and always based on academic qualification
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q5. Contents and formats of curriculum and training does not reflect current labour market
demands
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q6. The institution provides counseling and career guidance to students
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
30
Section II: Relates to Training Capacity for Private Sector Growth
Q7. What opportunities are you foreseeing by the rapid growth in:
a. Mining Sector? Not a, please go to (b, c, or d) below
i. ……………………………………………………………………
ii. ……………………………………………………………………
iii. ……………………………………………………………………
iv. ……………………………………………………………………
b. Agriculture Sector? Not a or b, please go to (c or d) below
i. ……………………………………………………………………
ii. ……………………………………………………………………
iii. ……………………………………………………………………
iv. ……………………………………………………………………
c. Banking Sector? Not a, b, or c, please go to (d) below
i. ……………………………………………………………………
ii. ……………………………………………………………………
iii. ……………………………………………………………………
iv. ……………………………………………………………………
d. Tourism Sector
i. ……………………………………………………………………
ii. ……………………………………………………………………
iii. ……………………………………………………………………
iv. ……………………………………………………………………
Q8. Your Institution is lacking in resources & equipments to support its mission
1. Strongly disagree
2. Somewhat disagree
3. Neither agree nor disagree
4. Somewhat agree
5. Strongly agree
Q9. Your institution requires increase in enrolment and new training programs to keep pace with
growth in the private sector?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
31
Q10. What kind of link/partnership arrangements does your institution have or is planning to
make with industries in the private sector.
i. …………………………… vi. ………………………………………
ii. …………………………… vii ………………………………………
iii. …………………………… viii ………………………………………
iv. …………………………… ix ………………………………………
v. …………………………… x ……………………………………..
Q11. What skills gaps have you observed through follow up on graduates?
i. …………………………… vi. ………………………………………
ii. …………………………… vii ………………………………………
iii. …………………………… viii ………………………………………
iv. …………………………… ix ………………………………………
v. …………………………… x ……………………………………….
Q12. What changes can you recommend for addressing the skills gap of the private sector?
i. ……………………………………………………………………………………
ii. ………………………………………………………………………………………
iii. ………………………………………………………………………………………
iv. ………………………………………………………………………………………
v. ………………………………………………………………………………………
Q13. Which additional program(s)/specializations do you think would benefit the private sector?
i. …………………………… vi ………………………………………
ii. …………………………… vii. ………………………………………
iii. …………………………… viii. ………………………………………
iv. …………………………… ix ………………………………………
v. …………………………… x ………………………………………
32
ANNEX VIV - EMPLOYEEE ATTITUDE SURVEY QUESTIONNAIRE
Name of the Company: ____________________________
Industry: _________________________
Gender: Male /Female__________________________
Designation: _________________________
Location________________
33
Q1. How long have you worked for this company?
i. Less than 1 year
ii. 1 year
iii. 2 – 4 years
iv. 4 – 6 years
v. More than 6 year
Q2. Please describe your role with the company?
i. ……………………………………………………...
ii. ………………………………………………………
iii. ………………………………………………………
iv. ………………………………………………………
v. ………………………………………………………
Q3. You have access to the information you need to get your job done.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q4. You are involved in decision making that affects your job.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q5. Management has created an open and comfortable work environment.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q6. You do not have the training to do your job efficiently and effectively.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
34
Q7.Management recognizes and makes use of your abilities and skills.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q8. You are treated with respect by management and the people you work with.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q9.Your manager is interested in your skills development.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q10. Management is flexible and understands the importance of balancing work and personal
life.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q11. You can recommend others to work for this company.
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q12. Which of the following opportunities are available in the company?
i. Performance based incentives
ii. Vertical mobility
iii. Promotion
iv. Process training exercises
v. Employee issue redressal forums
35
Q13. Your job requires frequent training to keep pace with industry standards?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q14. You need to change your current job?
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q15. Do you have any concerns regarding opportunities and lack of technical skills in your
department that you may like to share?
i. ...........................................................................................................................................
ii. ………………………………………………………………………………………………
iii. ………………………………………………………………………………………………
iv. ……………………………………………………………………………………………
v. ………………………………………………………………………………………………
36
ANNEX X - GRADUATE CAREER QUESTIONNAIRE
Name: ____________________________
Graduate of: ____ University□: _________TVET□
Contact Address/Email________________
Phone: _____________________
37
Q1. Type of Degree
1. Post Graduate □
2. Graduate □
3. Undergrad □
4. Certificate/Diploma □
5. Dropout/Did not complete □
Q2. What is your field of specialization?
i. ………………………………………………………
ii. ………………………………………………………
iii. ………………………………………………………
iv. ………………………………………………………
v. ……………………………………………………….
Q3. Did you have a full time employment following your graduation?
Yes □ No □
Q4. If yes to Q3 above, was the job in your career field?
Yes □ No □
Q5. If no to Q3 above, what in your opinion were/are the main reasons?
i. ………………………………………………………
ii. ………………………………………………………
iii. ………………………………………………………
iv. ………………………………………………………
v. ……………………………………………………….
Q6. How were you recruited for this job?
i. As an intern before graduation
ii. Program supported job training
iii. On campus directly by employer
iv. Through networking upon graduation
v. Applied through job ads in a local newspaper
Q7. The program at the institution you graduated from prepared you well for your current job
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
38
Q8. Contents and formats of training you went through is very relevant to the current labour
market
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q9. Your institution provides graduates with career counseling and advice
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
Q10. Your current remuneration reflects your job contents and qualification
i. Strongly disagree
ii. Somewhat disagree
iii. Neither agree nor disagree
iv. Somewhat agree
v. Strongly agree
