TVET Media Campaign Assessment Concluded

posted Jun 12, 2014, 1:27 AM by Catherine A. Honeyman
Ishya Consulting recently completed an assessment of a media campaign conducted by the Global Communities/Higa Ubeho in order to promote youth interest in Technical and Vocational Education and Training (TVET). This three-month campaign, conducted in partnership with the Rwandan Workforce Development Authority with funding from USAID, involved disseminating positive messages regarding technical and vocational education and careers through billboards, posters, newspapers, television, and radio spots. The objectives of this campaign were to raise public awareness of TVET opportunities in Rwanda and generate a positive public image of TVET, particularly among youth.

The assessment found that both youth and adults have a fairly high general level of knowledge about TVET opportunities, with the majority able to explain what TVET is, able to correctly identify the existence of a TVET school in their sector, and able to give some information about the TVET trades available for study. Although youth are interested in TVET studies and consider TVET a viable option, however, it is not their first preference—most would pursue it only if their first academic preference were not possible for some reason.

Three reasons were by far the most often-cited explanations for interest in TVET, among both youth and adults: personal interest in a TVET career, ease of obtaining a job, and personal ability or skills. Among those who were not interested in TVET studies, youth explained that TVET is not interesting, that the value of a TVET education is low, that they are not good at any TVET trade, or that their parents told them to study something else.

Overall, just over half of youth and adult respondents had been reached by at least one media message regarding TVET over the past six months. The channel of communication with the widest reach for these messages was radio, although at least some respondents had seen or heard TVET messages on every media source investigated—radio, television, billboards, newspaper, and internet. 

Respondents by and large received the positive messages from the TVET media campaigns that sponsors likely intended them to receive. Clear positive changes over the past six months were also observed in the case of attitudes regarding the value of a TVET diploma, the ease of getting a job after TVET studies, and the willingness to advise others to enroll in TVET. However, despite these noticeably positive changes from before and after the TVET media campaign, there is only a statistically significant relationship between TVET media exposure and attitudes regarding the ease of getting a job with a TVET diploma.

The respondents recommended further sensitization of youth regarding the value of TVET through a variety of means. Yet they also mentioned the importance of other strategies—such as providing scholarships to TVET students, establishing TVET institutions in all sectors, improving the quality of TVET training, and creating more jobs for TVET graduates—in order to make TVET more attractive to prospective students.
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