Skills Development: Vocational Education
in the Islamic Countries
14
90% young women below 18 years did not have any source of income before the
training. After gaining skilled training, women started to earnmoney. Thus, the training
helped to augment their income and the socio-economic statuses of those familieswere
diversified (Source: Hartl, 2009).
1.2.3. Short Courses/Time Frames
VET programs are usually short in nature. To complete these programs, it usually takes two
months to two years depending on the course and field of study. This makes VET ideal for poor
young people who may not enter general education for longer period of time. This is how, VET
is eradicating poverty from students from poor socio-economic background as they can easily
acquire necessary skills for them to begin earning immediately. For example, students can learn
how to make bricks within very short period of time and thereafter could get a job in the brick-
field (industry). In this way, the poor people can get an easy occupation and contribute towards
making bricks for a construction company. This is not the case with general education where a
student can take over 4 years to complete a university degree after having 12 years of schooling
on top of it.
1.2.4. Less Expensive to Complete/Cost
Most of the courses in VET are relatively affordable to the poor as they are not as expensive as
general courses. This makes Vocational Education ideal for students from poor socio-economic
background as they will not have to invest a lot of resources (money) to obtain these skills. In
many cases, vocational education offers free courses (skills) for the poor studentswith financial
stipend. In contrast, general education requires a lot of resources and investments to complete.
Case Study: Uganda (OIC Member State)
The Uganda Women’s Effort to Save Orphans (UWESO) offered skills training to
orphans so that they become successful, self-depend artisans. With an experienced
craftsman, orphans (students)were placed for a short duration (six to twelvemonths)
training program. They (orphans) were overseen by a branch staff and obtained a
minimal credit to start a business for their own. The young people who were not
interested toset up their own business after graduation from this skilled training, may
enter employment with a local artisan business (Source: Hartl, 2009).
1.2.5. Opportunity for Skilled Migration
With high demand of skilled labour in middle east countries and the world in general, students
with a poor socio-economic background can easily get vocational skills in various trades and
industries from recognized VET institutes under the country frame works and be awarded a
certificatewhich then can be used by the graduates toseek for employment in foreign countries
and earn a favourable salary/wage. The earned money will be sent back home to support and
improve their families directly eradicating poverty and social inequality and also boost the
country’s foreign currency inflow. In Uganda the PrimeMinister, Dr Ruhakana Rugunda, says it
is okay for Ugandans to hunt for jobs outside the country arguing that in the long run, it benefits
Uganda more. “It is only reasonable that Ugandans both within the country and those outside,
look for better opportunities,” Mr Rugunda said.
“If Ugandans have legally gone for better jobs, better opportunities, it is good for the country
and those individuals. When they go, they know Uganda is their country. Quite often, the