Category II: Skilled Tradesmen

• How long have you worked for RLSP?
• What is the trade you teach?
• What are the problems you have in providing training?
• What are the good parts of the RLSP training?
• Do you have adequate materials and tools for the training?
• What do you need to do a better job?
• How can this training you provide be better?

Category III: Group Village Headmen and Village Headmen

• Do OVC from your village participate in RLSP training program? How many?
• How well do you think the program is working?
• What do you suggest to improve the effectiveness of the program?

Category IV: Administrators of Rural Livelihood Support Programme

• What do you see are the goals of your program?
• How do you evaluate the effectiveness of your program?
• What do you see are the greatest strengths of your program?
• What do you see are the greatest weaknesses of your program?

In addition to these general guiding questions, the members of this group were asked more specific questions based on their area of responsibility in operation of the program. Questions evolved based on feedback received from the other categories.

The village headmen and group village headmen (Category III) were actually interviewed twice. First, they were asked questions about their perceptions of the program. Then, after the OVC and trainers were interviewed, the village headmen and group village headmen were asked to respond with verifications, disputes, explanations, or clarifications of what the other focus groups had shared. RLSP personnel were interviewed continually through the process. They provided general information at the start of the process and gave follow-up and more detailed information upon request as the study progressed. The last interviews were conducted in meetings with several RLSP staff. All of these individuals were responsive with information and support.

 Data Analysis

The content of the interviews was not audio taped or videotaped, per IRB protocol. Instead, detailed written notes were taken by the researchers during and after the focus group meetings. These data were then discussed, analyzed, compiled, and sorted for assignment to one of the four quadrants of the SWOT matrix. Implications for policy and practice were developed from analyses of the results.

 Results

The main themes in the results are presented in Table 2 and are organized by internal and external factors according to the four SWOT matrix quadrants (strengths, weaknesses, opportunities, and threats). Elaborations on each of these are provided.

Table 2: SWOT analysis grid; orphan skills training program (Rural Livelihood Support Programme) southern Malawi

Strengths

Four main strengths were identified from the interviews. The skills trainers interviewed all had words of praise for the willingness of the OVC to work hard and to learn the skills. An additional strength noted was the identification of children to be served by the program using a broad inclusion criterion. By allowing not only "orphans" to participate, but also "vulnerable children", a greater number of at-risk children could be helped. Specifically, the orphan skills program includes children who were orphaned by HIV/AIDS or other reasons, while "other vulnerable children", as determined by the Government of Malawi in Streuli and Moleni (2008), is based on a set definition of vulnerability:

[The child] has no able parents or guardians, is staying alone or with elderly grandparents or lives in a sibling headed household or has no fixed place of abode and lacks access to health care, material and psychological care, education and has no shelter. (p. 33)

Moreover, children affected by HIV/AIDS include not only those who have lost parent(s) to AIDS, but also HIV-infected children, children living in households with sick family members, and those children living in households expanded by the inclusion of children orphaned by AIDS (Streuli & Moleni, 2008). The broad inclusion policy of the orphan skills program allows all of these groups to benefit. The content of the interviews verified that the children served in the program represent all of these groups. It was estimated that 75% of the orphans and vulnerable children in the program were orphaned due to AIDS. A third strength was the fact that the orphan skills program is a community-based program. In recent years, "best practices" in orphan care in Malawi have shifted from formal institutional approaches toward "bottom-up" approaches. The interviews with the village headmen and group village headmen revealed that they felt involved and empowered to guide the operation of the orphan skills program. Also, these community leaders demonstrated the involvement of village leadership by their conscientious participation in the focus group discussions. Their personal evaluations of the orphan skills program showed that traditional structures and channels of communication were used by the administrators of the parent RLSP.

A final strength, transparency in leadership, was evidenced by the open door policy offered by the RLSP staff. All questions were answered to the best of their ability. No corruption or irresponsibility in management of funds was discovered; instead, a genuine concern for the welfare of the OVC was portrayed by those in leadership positions.

Weaknesses

Five weaknesses were identified from SWOT analysis of the interviews. First, there appears to be a breakdown in supplying the orphan skills program with the equipment and raw materials needed to train the OVC as effectively as possible. The researchers heard numerous reports from OVC and skills trainers of tools breaking quickly, perhaps due to their poor quality: "We get new hammers and they break after one week of use." Skills trainers also reported a shortage of raw materials to work with in teaching trades. The tailoring trainers said not only did they need yardage of cloth to make clothes from, but they also needed more than one sewing machine per group of children. The carpenters reported needing planks and nails. The OVC and skills trainers repeatedly reported not having the proper uniform or garb for themselves or the OVC. For example, OVC working in the building and masonry trade reported having no gloves to wear when scooping mortar and having no "dustcoat" to protect their clothes and skin.

A second weakness had to do with the age of participants. OVC eligibility for the program includes individuals who are up to 19 years old. Since there are no birth certificates in Malawi, one's age can be a best guess. During the focus group interviews, the OVC were asked their age. The youngest orphan interviewed said she was 13. The oldest age reported was a 19 year old male. The village headmen and group village headmen reported, however, that they wondered if some of the OVC might be older. Some of the female OVC had one or more children with them, and some of the male OVC had thick beard growth. The thickness of a man's beard growth is known to be a way of determining age in this culture. While there is nothing damaging about training young adults in itself, it may be that younger OVC are not being served because the funds and other program resources are being used by an older cohort. However, no evidence of children being turned away from the orphan skills program was discovered.

A third weakness was the fact that some of the OVC had been determined by the skills trainers to be illiterate. This is not surprising since the adult literacy rate in Malawi is only 64% (UNICEF, 2008), and school enrollment rates in sub-Saharan Africa are often below 50%. When a parent dies, older children may be expected to take up work and care for younger siblings (Bhargava & Bigombe, 2003). However, trades require the OVC to be able to write and do basic math. One skills trainer said "If they can't enumerate, I can't teach them to measure and build." Basic math skills are necessary to do all vocational skills, including tailoring, building, and carpentry.

Hunger was a common complaint the co-researchers repeatedly heard from the OVC participating in the orphan skills program. This is consistent with a recent study by Beard (2006) of orphan care programs in Malawi, which found that food and water were ranked as the highest need in 94% of the programs surveyed. Furthermore, most Malawian households are food insecure for 2 to 4 months of the year, with the hungry season being December through February (IFAD, 2007). In the orphan training program studied, many of the interviewed orphans reported working 12 hours a day (6:00 a.m. to 6:00 p.m.) with no food to eat. One orphan reported that working this long on an empty stomach "felt like punishment." This was such a frequent complaint that it was shared by the researchers with the RLSP administrators to see why this situation existed. It was explained to the co-researchers that all participants in the orphan support program are given a stipend to pay for lunch. They are instructed to bring food to prepare and cook to eat during the day. However, it appears that most, if not all of the OVC use the money for something else. Therefore, it was recommended that a mid-day meal be provided instead of a stipend, to ensure that the OVC receive at least one nutritious meal a day. Also, when questioned, RLSP staff disputed the hours of 6:00 a.m. to 6:00 p.m. given by the OVC. They said this may include walking time to and from the training site, because many trainers start at 8 a.m. and some finish as early as 3 p.m.

A final weakness appeared to be trouble in controlling the timeline of the training. This was a frequent complaint from both the OVC in the skills program and the skills trainers. For example, the team of trainers for building trades reported that after they completed their training program to become trainers, they waited 5 months to receive their first "students." Others reported having to wait 4 months for raw materials to be supplied. The carpentry and tailoring trainers reported that 7 week attachments were too brief and a longer length of time was needed to teach the skills necessary for the trades. The tailors felt that 6 to 8 months would be an appropriate length of time. OVC reported that they felt they wasted a lot of time during the day while waiting for their turn to use the limited number of tools.

Opportunities

Everyone interviewed reported a high demand for these skills. The literature stipulates that "vocational training programs should ideally be matched to the demands in the labor markets" (Bhargava & Bigombe, 2003, p.1388). In this region of Malawi (as reported by trainers and village headmen), there is a high demand for the following: roofs for houses, chairs, beds, and clothes, such as dresses, shorts, jerseys, and children's clothes. Also, because of the high death rate due to AIDS, coffin makers are in high demand. Coffin workshops are a common sight on the side of the roads, and the previous generation of skilled craftsmen has dwindled due to early deaths. This means that trained OVC will be able to either be gainfully employed or start their own businesses. A steady income will be crucial in enabling them to care for themselves and their younger siblings and other family members.

Success of the orphan skills program is illustrated by the case of an early "graduate" of the program. A graduate of the tailoring training was interviewed. He was 19 years old and had his own sewing machine. He reported that he was using the skills he learned in the program, was "getting business," and was supporting himself. He was very positive in his evaluation of the program.

The addition of a paper certificate to document completion of this training would help OVC who have "graduated" from the program to market their skills. Several orphans interviewed asked if this would be possible, so that they could quickly prove that they had skills and training, rather than having to complete a free trial period on a new job. When asked, leaders felt this would be a good idea and would be a simple addition to the program.

Finally, the funding stream for the orphan skills program is stable. The program is part of the RLSP, which has been funded US $16.6M for a 9 year period by the Government of Malawi (GoM) and the International Fund for Agricultural Development (IFAD). Funding is secure until 2013. This predictable funding stream allows for infrastructure of the program to be built, developed, and maintained. Personnel can be retained and rewarded for successful outcomes.

Threats

Although the funding stream for the orphan support program is secure and predictable, disbursement of the funds to end users appears to have been slow and unpredictable. This was evidenced in two ways. First, the procurement of supplies and tools for the skills trainers and training projects was reported to be very slow. There appeared to be no explanation for these long (multiple months) delays other than slow funding. Second, the skills trainers interviewed "complained bitterly" about the long delays they experienced in being paid. A few reported fear that they might never be paid for days of training already completed. Others talked about how the wage paid was not enough to support their family, and the commitment they had to make to the RLSP prohibited their taking other work to supplement their income. These reports were explained to the village headmen and group village headmen to verify the authenticity of the claims. The feedback received indicated that the pay was indeed slow, but it was reliable. Also, the pay was less than the skills trainers felt they deserved because they reportedly personally elected to start their work at a sooner date than their required start date. Even though some contradictory information was gathered, the researchers felt that the degree of frustration of the skills trainers around the issue of pay warranted a purposeful, measured response from the program administrators.

The skills trainers reported that when the OVC complete their skills training, they must find an avenue where they can "use them, or else they will lose them." Trainers expressed concern about the fact that even though the orphan support program has a mechanism for providing "graduates" with a low interest loan for tools and supplies with which to start a business, the process may take so long that the skills are forgotten. Additionally, motivation may be lost through delays. OVC may find themselves drawn into a less productive, dangerous, or even self-destructive activity to support themselves while they wait for loan processing.

Finally, the cities and villages can be dangerous for foot travel. OVC reported concerns about safety as well as the amount of time it took to walk from their homestead to the location where they engaged in the skills training. Due to the widespread unavailability of automated vehicles, bikes, or even developed roads, the OVC must rely on foot travel. The literature supports the claim that orphans, especially those orphaned by HIV/AIDS, are prone to harsh stigmatization, exploitation, and cruel treatment (Beard, 2006). The OVC interviewed reported both harassment and exploitation.

 Impacts of the Study

The process of conducting the SWOT analysis of the orphan skills training program through focus group interviews had clear impacts on both the immediate practices and future policies of the program. The RLSP staff and village headmen heard about and discussed the results of the focus group conversations with the OVC and skills trainers. They also began to think through and process their own strategies and decisions with regard to running the program. Our questioning appeared to increase awareness and spur more strategic planning on the part of the leadership. At the end of data collection, the leaders said that they intended to do exactly what the researchers were about to advise them to do, that is, "stop the program and start over." Their plan was to regroup, secure supplies and tools, negotiate payment schedules for trainers, and begin operation of the program again. They concluded that the principle of vocational training to prepare orphans for self-sufficiency is sound. Execution of the policies in practice has been flawed, but can be modified to achieve better outcomes.

 Conclusions

This study focused on a program aimed at equipping adolescents with vocational skills and resources so that they can support themselves and, perhaps, other members of their family. It is essential to acknowledge and recognize that the societal, cultural, and geographic context of this program is that of rural Malawi in sub-Saharan Africa. A program with this aim would be impractical, unnecessary, and perhaps illegal with respect to truancy and child labor laws in many locations around the world. The societal climate in Malawi, where older generations of caregivers and providers have been decimated by HIV/AIDS, necessitates an approach which equips older children to care for themselves, their siblings, and perhaps their own young children. The SWOT analysis of the orphan skills training program for OVC of the villages in Chiradzulu District in Southern Malawi showed that the mission and goals of the program are indeed appropriate, but that there exists gaps between policies and practice. The major drawbacks of the program were found to be issues that are fairly easily improved, such as problems with keeping the trainers and participants equipped with proper tools and supplies, communicating with and paying training staff in a timely manner, and paying attention to the long-term and short-term timelines of the training, with respect to how the hours, days, weeks, and months are spent. These drawbacks are mitigated by some significant observed advantages. The vocational skills training program is an appropriate means to help OVC in Chiradzulu District secure employment and support themselves and their family members. The labor market in the areas surrounding Chiradzulu District in southern Malawi is able to support and employ trained adolescents in the trades taught, namely building, carpentry, and tailoring. The willingness of the OVC to learn the skills was determined to be high. The commitment of the trainers and program staff to helping the OVC was also high. No corruption or misuse of funds was discovered.

The approach of the orphan skills training program is community-based, with considerations made from the "bottom-up." This model appears more effective than an institutional structure that designs programs from the top, without concern for the unique needs of the end-users. The village headmen interviewed reported that they are involved in referring children to the program, and the involvement of local community leaders is advantageous.

 Recommendations

Children who have cared for and buried dying parents are likely to be "stressed, traumatized, and broken-hearted" (Beard, 2005, p.114). The literature therefore emphasizes the importance of providing psychosocial care to orphans (Beard, 2006). The authors recommend that the staff of the orphan skills training program consider integrating into the program some elements that assess and tend to the psychosocial needs of the OVC. Although the respondents reported deficits in their psychosocial needs being met, the orphan skills training program is not presently designed to meet these needs. For example, HIV/AIDS orphans are at risk of infection with the virus themselves, early pregnancies, early marriages, conflicts with the law, and fragmentation of families (The Republic of Malawi, 2005). Adding a culturally sensitive psychosocial component to the training program could help stabilize the condition of these orphans. Ideally, a trained social worker would benefit the orphan skills training program in that they could more skillfully assess and intervene around the psychosocial needs of the OVC. It is understood that the availability of trained social workers in Malawi is currently extremely low and it is recommended that professional social work education opportunities in the region be expanded. Currently, only two universities in Malawi offer a degree in social studies or social work and there is no national credentialing or licensing body for social workers.

The use of the SWOT analysis framework proved to be very effective at identifying both internal and external factors relevant to the operation of the program. SWOT analysis could be useful for evaluations of other programs, especially those that are largely influenced by factors in the social environment. The SWOT analysis framework allows the inclusion and consideration of cultural variables. Because of this flexibility, it appears to be an appropriate framework for application across countries and cultures. Therefore, the use of this model for analyzing a program in operation could be used in other countries and with other types of social programs.

 Acknowledgements

The authors of this study would like to express their gratitude to The Catholic University of Malawi and The University of North Carolina at Charlotte for their interest in and support to the researchers throughout the study.

Sincere thanks go to the Rural Livelihood Support Program staff, (in particular Mr. Maurice Kalimba and Mrs. Elda Ganda), and local leaders and the general community from Traditional Authority Nkolo in Chiradzulu district who took time from their busy schedules to be interviewed and provide input for this research. The researchers also thank the latter for their cooperation, active participation, and contributions during field work (data collection).

Many thanks also to all those who contributed to this study as informants, for without them this study would not have been a success. In particular, our very best wishes are extended to the children and young adults who participated in the study.

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