CHAPTER (1)

INTRODUCTION

Myanmar is looking for improving the quality and skills levels of labour force.
The increasing recognition of higher vocational skills is crucial in enhancing
competitiveness and contributing to social inclusion, decent employment, and poverty
reduction has been a strong incentive for reform. The term of vocational skills
development refers to the acquisition of knowledge, practical competencies, and
attitudes necessary to perform a certain trade or occupation in the labour market. The
development of job-related skills depends not only on part of the countries’ human
resource strategies but also on their economic-growth and poverty-reduction
strategies.
The government is trying to attract more Foreign Direct Investments (FDI)
into the country by deregulating, and by creating more industrial zones. There may be
tens of thousands of jobs which need to be filled within a few years. As a result,
vocational education and training has become a solution to create a skilled workforce
in order to meet the industry’s needs. Vocational training plays a critical role in skill
development and employability. Vocational training can provide the foundation to
start the business. Vocational Education strengthens any country’s employment and
the same way its economy. The importance of vocational development can largely be
summed up as the difference between theoretical knowledge and practical skills.
Vocational Training can really help students who had to drop out of school
and colleges due to numerous reasons but desire to become professional and get a
well-paid job. Vocational Training provides with all the required knowledge as well
as training and makes job-ready. Vocational training refers to the non-academic
education/ training that prepare a person to learn specific new skills that are required
for the specific Jobs like a technician, skilled craftsman, and artisan or can trade as
a tradesperson. The main aim of vocational education is to transform unskilled
workers into skilled workers to become professional in the fields.
Vocational training refers to instructional programs or courses that focus on
the skills required for a particular job function or trade. In vocational training,
education prepares students for specific careers, disregarding traditional, unrelated
academic subjects. Vocational training is the instructional program that prepares for

1
an occupation that requires a specialized skill, such as a technician, artisan or
tradesperson. The purpose of vocational training is to get a person ready to do a
specific job.
Vocational training can be a desirable option for individuals entering a highly
technical or hands-on field, as well as for those who wish to develop new skills.
Vocational training focuses on developing technical skills for a specific job or trade. It
offers practical knowledge in contrast to theoretical knowledge offered by the
conventional formal education system. Understanding different vocational training
options can help to choose the right one for career growth and development.
Vocational training offers training for specific skills and jobs. There are many
skills that could be obtained from vocational training. Some of these are Carpentry,
Masonry, Automotive repair, Cosmetology, Cooking, Design and Consumer goods
and etc. Vocational training is prepared to take up a high-paying job or occupation
almost immediately. Vocational training can support to perform for job become well.
Vocational training offers employment opportunities in villages and small towns,
which prevents population migration to large cities. Vocational training can also
provide the much-needed skilled manpower to the industry.
Small scale industries (SSIs) are those industries in which manufacturing,
providing services and productions are done on a small scale or micro scale. They
have a small production capacity. SSIs are typically family-owned and operate, and
may only produce a limited range of products. Small scale industries (SSIs) are the
backbone of our industrial structure as they provide a variety of non-traditional low
technology products. SSIs are also engaged in the processing, preserving,
manufacturing and servicing activities and play a vital role in balanced and
sustainable economic growth. Thus, a proper development of SSI is essential for the
healthy growth of economy.
The primary objective of developing small scale industries in rural areas is to
generate better employment opportunities, raise income levels, and living standards of
people. SSIs are essential for providing subsidiary of alternate occupations and
utilization of local labor and raw materials. SSIs facilitate an effective mobilization of
resources of capital and skill and also stimulate the growth of industrial
entrepreneurship. Thus, the development of SSI is an integral part of the overall
economic, social, and industrial development of a country. SSIs constitute an
important part of the economic structure.
2
1.1 Rationale of the Study
The growth of small-scale industries has contributed to the country's economic
development. The Department of Small-scale Industry provides registration of small
industries, laboratory testing for product quality, and technical training. In addition,
for the development of small business, they are working to develop small industries
by organizing micro-industry fairs, organizing competitions and marketing, and
linking with financing organizations for access to capital loans. In Myanmar,
vocational training schools are being set up mainly villages with the aim of
modernizing villages, developing industrial sector, raising income and living
standards and increasing employment.
In Myanmar, key tasks for Small Scale Industry Department are systematic
registration of small industries in accordance with the law, providing vocational
training in small scale industries, teaching diploma level skills in traditional weaving
and lacquer ware, supporting the survival and development of Myanmar's traditional
handicrafts, laboratory testing to ensure quality and safety of small scale industrial
products, establish research and development incubation centers and support small
industrial entrepreneurs and providing technology and market development for small
scale industrial products.
The United Nations Development Programme (UNDP) and the Small Scale
Industries Department (SSID) of the Ministry of Cooperatives are partnering to
provide vocational and livelihood skills training in Kachin, Kayah, Kayin and Shan,
as part of UNDP’s livelihoods and social cohesion programme. Under this new
partnership, vocational trainers attached to SSID are conducting mobile training
clinics on motorcycle repairing, carpentry, sewing, food processing and handicraft-
making, reaching up to 621 people in 179 villages in 14 townships from the beginning
of the plan to 2014. As part of the training clinics, participants are also trained to
develop business plans and provided with start-up capital or tools for setting-up small
enterprises based on the merits of their business plans.
The intervention is contributing to the social cohesion objectives of UNDP’s
work in this area. People from different communities are finding the training clinics a
good opportunity to interact with others from different villages, townships and ethnic
groups. This work is part of a UNDP program that covers 313 villages in 24
townships in 7 states in the country. In partnership with over 35 non-governmental
3
organizations, UNDP is supporting the livelihood and social cohesion needs of
communities by providing them with social protection assistance; grants for
agriculture, livestock and micro-enterprises; vocational training; community
mobilization and training; and infrastructure. The mobile clinics are helping people to
access training opportunities that are otherwise only available in urban areas. In 2014,
this is especially helping the 312 women trainees, who would otherwise have found it
hard to travel and be away from their families.
According to the meeting number (9/2014), letter No. dated 22 nd May 2014
with 14/257/AFY (9/2014) of the Union Government, Naypyitaw Small Scale
Industry Department received permission to expand and open on 1 st January 2015.
According to the notification No. 31/2014 dated 23 rd June 2014 of the Minister's
Office of the Ministry of Cooperatives, Nay Pyi Taw Small Scale Industry
Department was opened at the head office of Small Scale Industry Department as a
associated office on 1st January 2015, and from 9th March 2015 it was opened at the
Nay Pyi Taw Council Office building. In (2018-2019) financial year, Naypyitaw
Small Scale Industry Department has been got the permission to build a new office
building and started moving to the new office building in Dakkhina Thiri Township,
Nay Pyi Taw on 21st October 2019. The opening of the new office was held on 1 st
November 2019.
Courses that are being opened by Small Scale Industry Department in
Naypyitaw are (ⅰ) Value Added Food Production Course, ( ⅱ) Consumer Goods and
Cosmetics Manufacturing Course, (ⅲ) Basic Motorcycle Repair and Maintenance
Course, and (ⅳ) Bamboo Handicraft Course. In 2022, it also offered Tailoring Course
and Sewing (Fashion Design Course).Small Scale Industries Department in Nay Pyi
Taw give the training for value-added food production technology course for 7 days;
basic motorcycle repair and maintenance course for 1 month, consumer goods and
cosmetics production course for 5 days and bamboo handicraft production course for
15 days.

The total number of training for all courses is 82 and the total number of
trainees for all courses is 1667. For all courses, the total number of trainees (male) is
390 and the number of trainees (female) is 1277. The numbers of courses are 10 times
in 2015-2016, 15 times in 2016-2017, 13 times in 2017-2018, 14 times in 2018-2019,
10 times in 2019-2020, also 10 times in 2020-2021, and 10 times in 2021-2022.

4
 In 2015-2016, the number of male trainees is 43, the number of female
trainees is 149, and the total numbers of trainees are 192. In 2016-2017, the number of
male trainees is 84, the number of female trainees is 219, and the total numbers of
trainees are 303. In 2017-2018, the number of male trainees is 100, the number of
female trainees is 151, and the total numbers of trainees are 251. In 2018-2019, the
number of male trainees is 66, the number of female trainees is 226, and the total
numbers of trainees are 292.

In 2019-2020, the number of male trainees is 35, the number of female

trainees is 154, and the total numbers of trainees are 189. In 2020-2021, the number of
male trainees is 29, the number of female trainees is 211, and the total numbers of
trainees are 240. In 2021-2022, the number of male trainees is 33, the number of
female trainees is 167, and the total numbers of trainees are 200.

The vocational training aims to increase income-generation, entrepreneurship

and employment opportunities, raise income levels, and living standards of people.
Thus this study is to analysis the relationship between types of vocational training and
earning deals with the training in Naypyitaw.

1.2 Objectives of the Study

The main objectives of the study are
(1) To study the challenges faced by the trainees during the implementation of the
business.
(2) To analysis the relationship between types of training and earning.

1.3 Method of Study

In this study, descriptive method is used to achieve its objective. Primary and
secondary data are used in this study. Primary data are collected through
questionnaires from the trainees who attended the training pragram by asking face to
face in Naypyitaw. Random sampling method is used to collect primary data.
Questionnaires are used as a main data collection tool and qualitative and quantitative
analyses are used in this study. The structured questionnaire is designed by using five-
point Likert scales ranging from 'strongly disagree' valued as a '1' to 'strongly agree'
valued as a '5'. Secondary data is collected from the official website, village
administration office and small scale industry department in Naypyitaw.

5
1.4 Scope and Limitations of the Study
The study area is the selected townships which were conducted the vocational
training by Small Scale Industries Department in Naypyitaw. The respondents are the
trainees who had attended the vocational training provided by small scale industry
department in Naypyitaw. There are a total of 4 districts including 8 townships in
Naypyitaw. The total number of training for all courses is 82 and the total number of
trainees for all courses is 1667. For all courses, the total number of trainees (male) is
390 and the number of trainees (female) is 1277. The average of actual working
trainees is 150. Cochran's Formula is used to calculate the sample size. The sample
size for this study is 120 trainees of actual working from various townships. The data
are collected from the trainees who have completed the vocational training and used
this in the practice.

1.5 Organization of the Study

This study is organized into five chapters. Chapter 1 includes introduction,
rationale of the study, objectives of the study, method of study, scope and limitations
of the study and organization of the study. Chapter 2 describes the literature review
and related study. Chapter 3 presents about the overview of the training programs in
study area. Chapter 4 illustrates the analysis of the training programs in study area.
Chapter 5 describes findings and conclusion of the study.

6
 CHAPTER (2)
LITERATURE REVIEW

Several prior researchers have discovered a significant link between

occupational training and socioeconomic development. The ability of vocational
training to develop practical skills that have direct and indirect effects on productivity
and economic growth has been revealed in many of these studies. (Korber, 2019,
Kratz et al. 2019, Kriesi & Schweri, 2019). This effect on Botswana's economic
growth produced the most startling results. Several qualitative studies have
highlighted vocational training as a mechanism for raising production and reducing
poverty in European countries, i.e. in their transformation (MoNE, 2018). The
integration of the marginalized/disadvantaged community into the job market has
been shown to be aided by vocational training (CEDEFOP, 2017). Immigrants,
unemployed workers, and low-skilled workers, for example, can benefit from
vocational education and training as a safety net.
The social and economic benefits of vocational training are inextricably
linked. Poorer vocational training economic advantages might lead to lower social
benefits (CEDEFOP, 2017). When calculating the effects of occupational training,
individual cognitive talents must be taken into account. Individual cognitive
capacities may be overlooked, resulting in an 1179 underestimation of the benefits of
vocational training. When examining the effects of occupational training, cognitive
ability disparities are frequently documented (Ozer & Perc, 2020). According to
NCVER (2017), students who choose to pursue a certificate in vocational training are
more likely to come from low-income homes. Students believed that academic record
is poor to get a job as soon as possible after completing the training.
As fundamental education and learning are less interested, the connection is no
clear to the labour market. The different vocational training systems could have
distinct effects on labour market outcomes, such as employment and incomes. The
graduates of work-based vocational training are more likely to find work sooner than
graduates of institute- based training (Choi, 2015). Bibby et al. (2014) used matched
administrative data to examine returns to vocational training and found that
workplace-based training yields larger returns than classroom-based training. The
vocational education graduates are more likely to be employed than non-technical
employees and craftspeople in Romania. There is no significant difference between
7
vocational education and general education in terms of participation rates,
unemployment rates, and family income (Malamud & Pop-Eleches, 2010).
A possible barrier to the success of vocational training and employment is
skills mismatch (Mahmut & SUNA, 2020). Young women in Colombia had slightly
more optimistic outcomes, with a 20 percent gain in earnings and a 7% increase in
employment (Attanasio et al, 2015). Using a regression-discontinuity approach,
Chakravarty et al. (2019) looked at youth training programmes in Nepal and found a
10% increase in non-farm employment. After three years of training programmes,
Alfonsi et al. (2020) found that the beneficiaries had a considerable unstick in sector-
specific abilities, as well as an improvement in employment rate and labour market
outcome index.
A study in Pakistan found that vocational training has a positive and
considerable socioeconomic impact (Ullah & Malik, 2020). Developing people's
vocational abilities include educating and training them for better jobs. Vocational
skills training include the study of technologies, the learning of practical skills, and
information about professions in various sectors of the economy. It increases human
potential for paid employment while also encouraging self-employment and
entrepreneurship (Finch & Crunkilton, 1999). Technical knowledge and abilities
required for a certain firm, industry, or manufacturing unit are the subject of
vocational skills training. Courses in construction, engineering, agriculture, health,
hotel and tourism management, information technology, and vocational trades, among
others, are offered in response to market demand and public demand (TAFE
Queensland, 2015).
Vocational skill training is an important aspect of general education since it
prepares students for successful involvement in the workforce (Schweri, Eymann, &
Aepli, 2020). Vocational training, as part of lifelong learning, develops responsible
individuals, aids in poverty alleviation, and serves as a tool for supporting
environmentally friendly, long-term growth and development (King & Palmer, 2010).
It is a true belief that vocational and technical skills can help to reduce unemployment
in rural areas that eventually will tackle the issue of rural-urban drift (UNESCO,
2010).

8
2.1 Reviews on the Previous Studies
According to Arooj Fatima and Ramesha Saleem (2016), vocational
training improves productivity and enhances efficiency of labour for better
participation in economic development. Better vocational education improves the
efficiency and productivity of labour force which further enhances economic
development. Vocational education is an essential determinant of economic growth. It
enhances efficiency of labour force. It can help labour to generate income and
contribute towards economic growth and social development of a country by
acquiring knowledge and skills. Education with training is a prime ingredient not only
in the process of creating job but also helps in increasing economic growth.
Vocational education increases the productivity of workers and plays an important
role in sustaining the current pace of growth through enhanced productivity of
workers.

According to Arooj Fatima and Ramesha Saleem (2016), there is a

positive relationship between vocational education and economic growth. Better
standards of vocational education improve efficiency and productivity of labour force.
But in Pakistan there is lack of investment in vocational education which disturbed
the productivity of labour. The public expenditure on vocational must be increased in
order to fulfill the gap of skilled and unskilled workforce and to compete with other
countries. For the solution of the problem, government must plan some strategies to
fulfill the gap of skilled and unskilled workforce by investing in vocational
education .The shortage of teachers at institutions should be fulfilled by filling the
sanctioned posts of teacher who have latest skills. Upgrade the existing vocational
education system in term if syllabus and facilities to meet the modern challenges. This
will also contribute towards poverty reduction, social and economic developments
through facilitating demand driven, high quality technical and vocational training.

Raymond Chipfakacha (2018) found that investing in the skills

development of a nation through vocational training is a critical component of human
capital development. Communities hold technical and vocational training in disdain
and this has resulted in an influx of individuals who are enrolled in universities
ultimately resulting in high unemployment. The high unemployment is exacerbated
by the skills gap that exists in the nation where a number of graduates are channeled
out yet without skills that meet the needs of the economy. Technical and vocational

9
training has an important role to play in transforming the economies of developing
countries. Achieving sustainable development requires a deliberate investment in
human capital. Investment in human capital development warrants the commitment of
resources to both the knowledge based curriculum and the competency based
curriculum that places an emphasis on technical and vocational training. A shift in
mindset on the part of the community members is critical in pushing the agenda for
leaners to take up technical and vocational training. It is essential for the community
to understand that technical and vocational training is essential in leapfrogging
developing countries from being low income countries to becoming upper middle
income countries. Emphasis should be placed on enlightening community members
that technical and vocational training can be done by both learners who perform
highly academically and those learners who may not be gifted academically. It is
important for the government to commit resources to vocational and training
institutions. This entails taking an active role in ensuring that technical and vocational
training is mainstreamed in the education curriculum.

Raymond Chipfakacha (2018) also found that as resources are being

invested in technical and vocational education, the state should understand the
important need to balance literacy and skills levels with the nation. This is essential in
laying fertile ground for the production of quality goods and services, a key metric for
the growth of any economy. It is the duty of the educators to ensure that academic
merit is celebrated in the same way in which technical and vocational training is
celebrated. Information of career prospects related to technical and vocational training
should be readily available to learners as this is vital in the formation of attitudes that
learners may hold on the use of technical and vocational training. As more emphasis
is placed on empowering individuals to take up technical and vocational education
aspects to do with the high unemployment rates that characterize a number of
developing countries will be addressed as technical and vocational training will
stimulate healthy competitive entrepreneurship and reduce the reliance on white collar
jobs.

As a result of Luxembourg (2011), the European research review of the

benefits of vocational education and training (VET) is released at a time when Europe
is taking stock of the progress achieved in the Lisbon process and has launched a new
strategy to promote growth and enable swift recovery from the economic crisis.

10
Research on the benefits of education has a long history in the economics of
education, but the same cannot be said about research on the specific benefits of VET.
For VET policy-making, however, it is crucial that decisions on actions and measures
are adequately supported by sound research evidence. The research review gathers
and analyses evidence on the economic and social benefits of VET from across
Europe at different levels. The overall impression is that VET research and VET
policy are not yet structurally connected in Europe.

OECD (2021) expressed Thailand’s labour market has undergone important

changes, with a growing importance of the non-agricultural sectors as a result of
increased levels of industrialization and international trade. The employment shares of
plant and machine operators and professionals have been on the rise, while
employment shares of agricultural and elementary jobs are falling. Nonetheless, these
latter two occupation groups still account for a large share of employment, and more
so in some regions than in others. Unemployment rates have been consistently low in
Thailand, although the COVID-19 pandemic led to substantial job losses particularly
in sectors impacted by travel restrictions. A very large proportion of jobs are in the
informal sector of the economy. VET can play a key role in further increasing access
to education, while at the same time developing the skills needed in the Thai labour
market.
Mustafa et al, (2005) investigate that the demand of vocational education in
this industrialization and modernization era. Training and skills development play
vital role in development. The demand for vocationally trained and technically
educated human resource rises with every step towards industrialization and
modernization of production units and work premises. Therefore, skill and capital are
complementary. The skill and quality of labour force has allowed competing with
other countries. The main sources of data for empirical analysis are various issues of
“The labour Force Survey” published by Federal Bureau of Statistics Division of
Government of Pakistan. When people acquire skills and will become more adaptable.
It will improve the lives as well as contribute towards economic growth. Pakistan
needs to upgrade the technical education and must plan some strategies, for making its
labour more productive
Javied (2009) studies the role of training in determination of labour wages.
Quality of training plays very important role. It is needed to train the workers and

11
provide them vocational technical education to increase the productivity of workers.
The least square technique is used for empirical analysis. Schooling and other
demographic variables have expected signs and magnitudes. This study shows that
training is insignificant in the determination of wages. Technical education should be
encouraged to promote the capacity of skilled manpower to adjust changes in Labour
demand. Training and skills development play a vital role in individual’s productive
capacity and are integral part of Human Resource Development (HRD). By utilizing
the cross-sectional data from Labor Force Survey 2005-06, results have shown that
training is not significant in the determination of wages, which shows the poor quality
of training in the overall economy.
According to Maitra and Mani (2017), women who took part in the vocational
training programme earned 150 percent more than a control group. In their study,
Reichelt, Collischon, and Eberl (2019) found that education and training are the most
important mediators of social inclusion. People in the therapy group who contributed
more to social 1180 security earned more money. A positive significant effect was
observed on earnings as well as employment probability in another study conducted in
Korea (Lee, Hong, and Song, 2019). Along with monetary benefits, vocational
training encouraged trainee participation in social, political, and cultural activities
(Ruhose, Thomsen & Weilage, 2019).

2.2 Role of Vocational Education and Training in Development

Vocational education for sustainable community development, vocational

education refers to the acquisition of practical skills and knowledge relating to
occupations in various sectors of economic and social life (UNESCO-UNEVOC,
2015). From the policy perspective, vocational education has been part of an
intervention to increase people’s productivity and increase the workforce capacity in
designated areas of economic activity (Fagerlind and Saha, 1989). Historically, it has
supported economic growth in several industrialized nations (Anderson, 2002).
Similarly, today, in many developing countries it is viewed as a way to transform into
modernization. The globalization and technology changes have driven strong demand
for specific skill development. Therefore, vocational education has become a central
issue of interest for international trade and exchanges since it directly relates to
success of investment in specific locales. Besides enhancing economic development,

12
vocational education is closely linked with human needs such as freedom, equity,
participation, and empowerment to fulfill potential capabilities (Thomas et al., 1992).

Because of its close connection with work, and work being central to most
people’s lives, vocational education with the aim of acquiring skills to work is
claimed to help people take control of their lives and attain a better quality of living
(Ugbomeh, 2001; Cavanagh et al. 2013). Furthermore, from the environmental aspect,
vocational education can contribute to the better management of natural resources and
healthy ecological systems. For example, the World Business Council for Sustainable
Development published a study of the integrated crop management vocational training
programme for farming families in Latin America to adopt correct and efficient
methods of handling crop protection with a mixed use of biological, biotechnological,
and chemical measures. In addition to the environmental benefits, the new cultivation
technique has also increased production yields and earnings while helping to reduce
the migration of farmers (International Cleaner Production Cooperative, 2000).

The impact of vocational education on economic, social, and environmental

aspects is quite crucial for sustainable community development. This contribution is
clearly demonstrated, particularly in the less-developed countries. Birzea et al. (1999)
studied the case of South-Eastern Europe and suggested the role of vocational
education to promote economic prosperity, 128 Krittinee Nuttavuthisit democratic
lives, and a smooth transition towards changing environments of the different
communities. Bennell et al. (1999) argued from a study in Tanzania and Zimbabwe
that the economic reform and sustainable development in Sub-Saharan Africa will
depend upon major improvements specifically in vocational education. Increasing
awareness of the role of vocational education has led to massive expansion in the
provision of education. The approach has resulted in strong economic, social, and
environmental development in some countries in East Asia (e.g. Korea and Taiwan)
but struggled to progress in many other transitional countries such as Bangladesh
(Alam, 2008) and Kyrgyzstan (Messerli and Abdykaparov, 2008).

The main concern is about the need to bring the curriculum up to date with
support of enough qualified teachers and sufficient facilities, otherwise vocational
education will not be useful. However, these all require significant investment, which
raises further questions about cost-effectiveness and a return on investment for
13
societies with a skilled workforce to succeed in global competitiveness. By nature,
vocational education is inherently multidisciplinary and the offering depends on
available specialists from relevant disciplines in the country (Watts, 1985). A typical
arrangement of vocational education in a formal institution tends to be constrained
with limited resources and outdated programmes. This then defeats the purpose of
vocational education in providing practical and relevant knowledge and skills to work.
Despite the critical problem of mismatching between demand and supply of human
resources, different stakeholders in vocational education arrangements tend to go
about their own roles, following their own agendas.

Though the government has considered education as a key cornerstone to

reach their primary policy goal (e.g. poverty reduction and economic expansion in the
developing countries), support for such development has remained limited. In several
cases, it has been set rather as the agenda for international development cooperation
(Jallade, Radi, and Cuenin, 2001), which may come through alliance networks of
supranational organizations such as the United Nations and the World Bank. Yet the
collaboration seemed to be limited to the areas of joint research and study, supporting
tools and knowledge, which are generally not connected with policies and regulations
(including any financial incentives or subsidies). As for the education sector, public
and private institutions follow the specified rules with fewer opportunities to
challenge.

Typically formal institutions offer a rather broad and basic curriculum, which
is often disconnected from the current skill requirements and the Vocational education
for sustainable community development 129 processes is generally not made to
accommodate, or at least be responsive to, the rapid changes of industry and the job
market. As a result, the business sector has been facing problems from the lack of
qualified labour. Many companies tackle the issue by organizing in-house training
which is often short term and subject specific. The training is mainly designed to
address immediate gaps in the labour market while, unlike the concept of vocational
education, it does not aim to enhance lifelong sustainable living. Moreover, the
specific skills obtained are difficult to further and transfer because there is no
fundamental basis of learning structures.

14
 In terms of the participants, in the developing countries a majority of people
who are capable of working still do not have real access to higher level education due
to its prohibitive cost and limited availability of financial assistance (Kljutcharev,
1997). Those who may be able to afford the opportunities tend not to appreciate
vocational education. The study by the Asian Development Bank (ADB, 2008)
explained attitudes of the people in the Asia-Pacific region towards vocational
education, which was perceived to be for those who are less capable or have less
interest in academic study. However, the skills acquired for working can become a
measure to prevent unemployment among the youth and help the disadvantaged and
minority groups to earn their living.

2.3 Benefit of Vocational Training

Since vocational training focuses on developing specialized skills and

knowledge, industries can enjoy the benefit of technological innovation, which comes
from vocational education centers through government support. It is found in
countries with advanced economies like Japan, South Korea, and Singapore where
governments actively support technological innovation and this produces skilled
labour force for tech-related industries. Already, there are many vocational training
centers, schools, and institutes across the country. For example, Singapore-Myanmar
Vocational Training Institute (SMVTI) is creating opportunities for its students to
work as interns in Singapore. Dual Tech, one of the well-known private vocational
training centers, has courses on different skills for different fields.

Governments, businesses, and students play their roles in vocational education

training. However, some people hold the view that the government should not engage
themselves in VET as it can affect the quality of training. The reason behind this is
that most of the governments are not able to provide quality training needed for the
employees of companies and organizations. Companies themselves know better what
kinds of skills are needed in their organizations. Informal sectors usually employ
unskilled labour, most of who do not have an education beyond high school. They
usually have poor family backgrounds where work is a must-do thing to have a flow
of income into their home. Vocational education can ensure that knowledge and skills

15
of these workers meet the level industrial standards. This can lead to higher
productivity and also help transfer of skills between the informal and formal sectors.

The concept of human capital was first proposed by classical economists, and
it later evolved into an economic theory (Fitzsimons, 1999). Individual and economic
growths are both dependent on the development of human capital (Schultz, 1961).
The stock of skills possessed by a country's work force is known as human capital
(Goldin, 2016). Over the life cycle, human capital development contributes greatly to
socioeconomic development and labour market integration (Kriesi & Schweri, 2019).
This viewpoint, on the other hand, ignores living experience. No nation can conceive
about national progress and development without creating jobs and improving the
lives of its population (Hanushek etal, 2017).
The impact of human capital development through education and training can
be divided into three categories, i.e. individual, organization, and society. Individual
training, according to studies, boosts individual income through enhancing individual
output. The school-to work transition is influenced not only by the graduates' abilities,
but also by the relationship between educational credentials and occupations/
industries (Bol et al., 2019). For the sake of profit maximization, businesses priorities
high- productive personnel. An individual with a high level of human capital can
easily gain access to a job and have greater professional opportunities than others.
Technical and vocational training makes it easier for people to transfer from school to
work. It is very instrumental in addressing the rising youth unemployment (Leyaro &
Joseph, 2019).

Improved Quality of Products and Services – It is simple – the more VET is

developed, the more improved the knowledge and skills of workers, and the more
improved the quality of products and services. Some of Asian Countries like Japan,
Korea, Singapore, Indonesia, Malaysia, Philippines, and Thailand have fairly
developed their vocational education systems.

2.4 Important of Vocational Training in Selected Countries

Vocational training plays a critical role in skill development and
employability. Vocational training can provide the foundation to start the business.
Vocational Education strengthens any country’s employment and the same way its
economy. The followings are the important of vocational training in some countries.
16
2.4.1 Vocational training in Korea
Korea’s vocational training system was introduced through the Vocational
Training Act of 1967. It was set up in line with National Development Plans in order
to meet an increasing demand for skilled labor for industrialization in the 1960s. It
aimed to nurture employees, job seekers and unemployed youth to become
technicians with adequate skills. The Korean government implemented various
vocational training policies to promote both quantity and quality in response to
evolving demands from the industry (Lee, 2008).
These policies enabled the economy to satisfy the increasing manpower
demands for the development of labor-intensive light industry in the early 1960s, and
heavy and chemical industries in the 1970s. In particular, public vocational training
focused on securing the supply of skilled workers in the heavy and chemical
industries, as well as other national key industries and export industries (Lee, 2008).
In addition, private sector involvement was actively promoted in offering trainings to
their employees as well as in establishing the support system. Thus, over the
industrialization period from 1962 to 1997, the total number of vocational trainees
was 2.5 million, with about 60% of the trainees receiving on-the-job in-plant
trainings.
Korea’s vocational training system faced a turning point in the 1990s with the
introduction of the Employment Insurance (EI). It was established to secure the
supply of skilled labor in line with industrial sophistication. The Korean government
shifted the vocational training to an active labor market policy from a development
policy. Its focus switched from the unskilled to the unemployed (Ra & Kang, 2012).
Then, the vocational system was expanded to provide lifelong learning opportunities
that contributed to skills development of all individuals and enabled the nation to
ensure the supply of skilled workers and maintain competitiveness in the global
economic market. Current training system in Korea is classified into three categories
– vocational training for the employed, vocational training for the unemployed and
public training for strategic industries. Various programs are implemented to increase
training opportunities, expand the training market to private providers, and provide
financial support to Small and Medium Enterprise (SMEs).
Since the introduction of vocational training system in Korea, the government
promoted employer-provided trainings. It provided training subsidies to the selected
enterprises in the early stage of Technical Vocational Education and Training (TVET)
17
development in the 1960s and enforced the firms with certain size to offer in-firm
training to their employees under the levy exemption scheme that was introduced in
1976. Over the period, 1976–1995, under the levy system, employer could either pay
levy to a training fund or provide training services to their employees. The EI served
an important role in offering vocational training for those who lost their jobs due to
the Asian Financial Crisis. The Worker Vocational Competency Development Act
was legislated in 2004 to offer more equitable training opportunities for SMEs and the
disadvantaged including females, unemployed youth, self-employed and defectors
from the North Korea.
The government’s support in forming a training consortium with other SMEs
and training providers is one of the innovative ways to make vocational training more
accessible. Literacy skills are used as a proxy of unobserved ability, which can control
for an omitted variable bias in the estimations. Workers whose earnings were over
100,000 won per hour (US$91.6) are excluded from the sample in order to eliminate
outliers in wages at the end of the sample selection procedure. Only one outlier was
removed. The skills measure may not be able to clean out influences from other
individual fixed effects which can affect both labor market performance and
participation in vocational training. In order to solve this issue, the IV approach is
adopted by using regional dummies – measure of availability of training facilities – as
instruments for participation in non-formal job-related education. However, the
variables turned out to be weak instruments and the empirical results were not very
satisfactory. The issue of finding appropriate instruments for participation in
vocational training was left for future research.

2.4.2 Vocational Training in Vietnam

Since the political and economic reforms (Doi Moi) launched in 1986,
Vietnam has transformed significantly, for example prioritizing the industrial and
service sectors in terms of the both country’s GDP and employment, resulting in
poverty reduction and rapid growth in labour productivity, doubling the GDP per
employed person (World Bank, 2013). Overseas investment in Vietnam is another
crucial factor contributing to the country’s positive change. Vietnam has adapted to
the free trade agreement and become a member of international organizations to
enhance trade and international investment opportunities. Due to the policy to
increase agricultural efficiency and adjust the labour force in the agricultural sector to
18
engage in sectors with higher productivity, Vietnam has been applauded for its
sustainable agricultural development, a transition from self-sufficient agriculture to
agricultural industry (World Economic Forum, 2013).
Not only can the country produce sufficient food for its people but also for
export. Similarly in the industrial manufacturing sector, the aim during the first phase
of development was to reduce imported products, especially by producing sufficient
consumer goods to meet domestic demand, and later a large scale overseas investment
via joint ventures was launched, for example, the oil exploration and production
project, cement plant and coal mining establishment (McKinsey Global Institute,
2012). For the service sector, Vietnam has implemented policies to increase its scale
and scope by joining with foreign investors, especially in the tourism and property
business. The sector is constantly growing, becoming the sector with the highest
annual growth rate. In 2013, the agricultural sector accounted for 19 percent GDP,
while the industrial manufacturing sector’s share was 39 percent, and the service
sector’s was 42 percent GDP (CIA World Fact book, 2015). During 2003–2008,
labourers’ wages in Vietnam increased by more than 15 percent (McKinsey Global
Institute, 2012).
Some manufacturing industries that require low-skilled labour and seek low
production cost are moving from Vietnam to other countries. Thus, Vietnam has to
increase the labour productivity while maintaining the ability to invest through
improved advanced technology. It is projected that Vietnam will have approximately
55 million working-age population in 2020. However, currently only 26 percent are
qualified for the work whiles the labour demand is increasing at 7 percent per year.
Although there is a huge demand for skilled workers for various occupations,
vocational education performance requires significant quality improvement and
increased personnel. Currently, the educational institutes cover only 20 percent of
high school graduates which is approximately one million graduates per year (Tien,
2010). Therefore, the government is seeking collaboration from overseas especially in
engineering and technology, programmes in which many students express interest in
attending. The good opportunity is that the Vietnam literacy rate is rather high at 94
percent due to the legal provisions for basic levels of education and the interest in
education influenced by Confucianism.
The current vocational educational operation is a school-based programme. It
can be divided into three levels, which include short training courses, secondary
19
vocational programmes, and vocational colleges. Analysis shows that the
qualifications and curricula remain rather irrelevant to the actual skill shortage in the
labour market (Tien, 2010). Therefore, the Vietnamese government has initiated a
system reform with the Vietnam Vocational Training Development Strategy 2011–
2020 to incorporate further collaboration between the public and private sectors
(Ministry of Education and Training, 2012). This includes forming a committee with
representatives from both the public and private sectors to develop the National
Vocational Qualification Framework (NVQF) and the National Skills Standard,
applying the Law on Vocational Training to support domestic and foreign businesses
in organizing internal training, and building international education networks,
especially with agencies that have succeeded in technical and vocational education
development.

2.4.3 Vocational Training in Tunisia

During the last decades, Tunisia established many employment and vocational
training programs. While the establishment of these programs is not recent, the
objective and the potential results assigned to these policies are today different. These
programs have to play an important role against the increase of unemployment rate by
providing qualification allowing young people to find a job and to have a salary.
Insertion to the labor market and wage are then, two important objectives of these
policies and the main criteria of their efficiency. Tunisian employment and vocational
training programs were developed gradually over several years and have undergone
several reforms since the 1990s, following especially international commitments
signed by Tunisia.
Two types of training programs are offered in Tunisia; in-service training
which is generally offered for graduates of higher education who are already
employed, and initial vocational training which is received by young people after
dropping out of the general education system. Despite the development and the
diversity of the vocational training policies in Tunisia, evaluation studies of these
policies are unavailable. To the best of the knowledge, there is no serious attempt to
evaluate the effectiveness of these programs. Several studies on the evaluation of
public policies, especially those of training and employment have been conducted in
these last years. In practice, evaluating a given policy is not easy to achieve.

20
 CHAPTER (3)

This chapter includes history background of small scale industry department in

Naypyitaw and also in Myanmar, structure of Small Scale Industry Department,
Myanmar handicraft center under small scale industries, the vocational training in
Myanmar, local vocational training, and vocational training provided by Small Scale
Industry Department in Naypyitaw.

3.1 History Background of Naypyitaw's Small Scale Industries Department

According to the meeting number (9/2014), letter No. dated 22 nd May 2014
with 14/257/AFY (9/2014) of the Union Government, Naypyitaw Small Scale
Industry Department received permission to expand and open on 1 st January 2015.
According to the notification No. 31/2014 dated 23 rd June 2014 of the Minister's
Office of the Ministry of Cooperatives, Nay Pyi Taw Small Scale Industry
Department was opened at the head office of Small Scale Industry Department as a
associated office on 1st January 2015, and from 9th March 2015 it was opened at the
Nay Pyi Taw Council Office building. In (2018-2019) financial year, Naypyitaw
Small Scale Industry Department has been got the permission to build a new office
building and started moving to the new office building in Dakkhina Thiri Township,
Nay Pyi Taw on 21st October 2019. The opening of the new office was held on 1 st
November 2019.

3.2 Historical Background of Small Scale Industry Department in Myanmar

In 1997, the Home Industry Department was upgraded from Department Level
(3) to Department Level (1). Department of Home Industries was transformed to
Department of Small Scale Industries in 2011 and the Department of Small Scale
Industries was established at many regions and states in 2015.In 2015, the Songdar
Weaving Schools were upgraded to the Institute of Songdar Weaving and Vocational
Education. And then all Weaving Schools were also upgraded to Weaving and
Vocational Training Schools. In 2016, the Small Scale Industries Department has
transformed from under the Ministry of Cooperatives to under the Ministry of
Agriculture, Livestock and Irrigation. And then SSIs was transformed to under the
Ministry of Cooperatives and Rural Development in 2021.

21
 The head office of SSIs was organized with 7 branches. Industrial Workshop
and Myanmar Handicraft Art Center are established in Yangon and Mandalay. 40
District Department of Small Scale Industries were also established in many regions
and states. 15 Region and State Small Scale Industries Department and Songdar
Weaving and Vocational Training School and other Weaving and Vocational Training
Schools were upgraded. The expectation of the Small Scale Industries Department is
that the development of Small-Scale Industries can support the country's economic
development.

The aim of the Small Scale Industries Department is to produce the value-
added products based on agriculture to produce standardized handicraft products
based on natural resources by small-scale cottage industries.

The duties of Small Scale Industries Department are registration of small scale
industries and the promotion of Small Scale Industries according to the law of
upgrading the small scale industries, providing technical assistance to Industrial
cooperative societies, and small scale industries, and supervising the Songdar
Weaving School, Weaving schools in states and regions, and Lacquare Technology
Collage in Bagan.

The policies for Small Scale Industries are Small Scale industries will be
encouraged to register in accordance with the law and will be supported to ensure that
the products are to be standardized, priority will be given to weaving and lacquer
ware, which are included in home industries and will lead the development of
Burmese traditional arts and crafts, and the teaching of vocational skills necessary for
the establishment of small-scale industries will be coordinated with various domestic
and foreign organizations to provide assistance and support.

The planning of Small Scale Industries are the promotion of small scale
industries will be encouraged and supported through the emergence of relevant laws
by regions and states throughout the country, registration and approval of small scale
industrial enterprises will be carried out systematically in accordance with the law,
research laboratories will be established and tested to ensure the quality of small scale
industrial products and to avoid disasters, the diploma level literate people and experts
will be produced for the sustainable development of weaving and lacquer industry
skills, a training center for vocational skill and manufacturing the value-added product

22
 (Incubation Center) will be established to support the delivery of small scale
entrepreneurs, and trade fairs and showrooms will be created for the market expansion
of traditional Myanmar handicrafts and small scale products.

3.3 Structure of Small Scale Industry Department

Small Scale Industry Departments are organized with 6 Sub-Department.
These Sub-Departments are as follow
i. Planning Department
ii. Administrative Department
iii. Training Department
iv. Industrial Department
v. Finance Department
vi. Research Department

i. Planning Department
The responsibilities of the Planning Department are planning, business
progress reporting, implementation of regional development, development of the
border region, registration of small scale industries, liaising with internal and external
organizations, responsible for microfinance services project, and development of
SME related activities.
ii. Administrative Department
The Administrative Department carries out land and building maintenance,
general management, staff composition and staff profile reporting, and selection and
sending of the lists for overseas courses and meetings.

iii. Training Department

Under the Training Division, it includes the Lacquare Technology College
(Bagan) and Songdar Weaving School (Amarapura), High-level Weaving Schools
(Falam, Monywa, Mithila, Shwetaung, Pakukku, Mudong, Sittwe, Taunggyi) and
Basic Weaving Schools (Myitkyina, Loikko, Baan, Mintu, Kyaukme).

23
iv. Industrial Department
The responsibilities of industrial department are the collection of industrial
technology; recording distribution counseling, equipment maintenance and service
operations, designs to industries; assistance with access to technology and support,
transfer of industrial technologies, assisting in the establishment of new industries,
and providing industrial support industry and skilled trades for cooperative industries
and private small scale industries.
The industrial department is offering basic electric welding course, basic of
drilling course, basic home wiring course, basic motorcycle maintenance course, and
one stroke diesel engine maintenance course.
The department of handicraft is also offering technical courses. Courses that
can be offered by the wood-based handicraft training are wood-based furniture course,
maintenance and utilization of wood-based furniture machine course, wooden
packaging box course, and steaming wood course.
Courses that can be offered by the bamboo craft training are bamboo-based
handicraft course, coconut shell craft course, a class on making various fancy gifts by
combining wood, bamboo, coconut and resin, a course of producing pathein hati,
bamboo furniture course, a course of wooden and bamboo teaspoon and seasoning
spoons, and a course of producing commodities by using bamboo and rattan.

v. Finance Department
The Finance Department reports regularly the matters of budget estimates,
revised estimates, estimation on supplementary grants, payroll and inventory, internal
audits, and non-budgetary matters to the Ministry of Cooperatives.

vi. Research Department

Courses offered by the research department are training on the production of
rice, beans, corn, wheat and grain based value-added foods, consumer goods course,
cosmetic course, and chemical and microbiological laboratory technology course.

3.4 Myanmar Handicraft Center under Small Scale Industries

The purposes of Myanmar Handicrafts Center (MHC) are (ⅰ) to promote and
preserve the Burmese traditional flower crafts and arts, and to prevent them from

24
disappearing, (ⅱ) to sustain Burmese arts and crafts cultures for a long time and to
encourage and promote traditional handicrafts, (ⅲ) to study handicrafts throughout
the country in one place, (ⅳ) to expand the export market for Burmese handicrafts,
and (ⅴ) to encourage and promote the development of home industries.

10 Myanmar traditional arts and small scale industrial products exhibition are
held throughout the country. The objectives of this exhibition are-

(1) To develop small scale industries, which are an economic strength of the country,
(2) To be able to connect small scale industrial enterprises with each other and also
with small, medium and large enterprises,
(3) To get more domestic and foreign markets for small scale industrial products,
(4) To facilitate access to more technology and financial resources,
(5) To preserve and promote Burmese traditional arts and crafts,
(6) To be popular and to encourage small scale industries and products by citizen and
government.
(7) To produce standardized and new products and to emerge new business.

3.5 The Vocational Training in Myanmar

In Myanmar, many young people start with High School education and
studying for a bachelor degree at a university or a college, and then, start working. It
may look like simple steps but it takes at least thirteen years to go through this route;
ten for matriculation and at least three for a degree. As the country is rapidly
developing, some sectors like agriculture, energy and mining, tourism, financial
sector, infrastructure, manufacturing, and telecommunications, need a large number of
workforce. These sectors are creating new jobs in the country’s labour market. For
example, the insurance industry has been liberalized, and foreign firms are coming
into the country and some have already started their operations. And yet, there is not
enough skilled labour force.

Also, the government is trying to attract more Foreign Direct Investments

(FDI) into the country by deregulating, and by creating more industrial zones. There
may be tens of thousands of jobs which need to be filled within a few years. As a
result, vocational education and training has become a solution to create a skilled
workforce in order to meet the industry’s needs. But, there are already come

25
challenges. In 2018, according to a report by Labour Department of the Ministry of
Labour, Immigration and Population, more than 200,000 people left Myanmar to
work in other countries and many of them had vocational training courses. Therefore,
it is also a challenge to keep skilled labour from leaving the country in search for
better opportunities.

According to “Soufflearning”, vocational education and training (VET) has a

lot of benefits for employees. They can have better chances of employment, higher
earnings levels, increased job satisfaction, improved flexibility and mobility and
lifelong learning. It is clear that Vocational Education and Training is good for
employees. VET actually differs from traditional education since it focuses on
building the specific skills for specific jobs. It makes the individuals to be trained in
practical skills required for different job activities. It may not be a perfect solution but
it helps with making education more relevant to manpower development.

People who could not finish traditional education for some reasons have more
chances to find jobs with vocational education since VET can train them to develop
specialized skills. In this way, vocational education can provide access to labour
markets both locally and abroad. This can help reduce unemployment and also
produce enough amounts of skillful workers for the developing industries of the
country.

3.6 Local Vocational Training

Local Vocational Training (LVT) develops and implements three-month

basic-level training courses aimed at improving skills, employability and, potentially,
income of women and men from disadvantaged communities. The training courses are
taking place in selected towns and villages throughout the states of Mon and Kayin
for more than 3,000 people between the ages of 18 and 45. Currently, training courses
are offered in Bilin, Thaton, Mawlamyine, Thanbyuzayat and Ye townships of Mon
State, as well as Hpa-An, Myawaddy, Thaundaunggyi and Hlaingbwe townships of
Kayin State, with a plan to expand to other townships in near future.
LVT is a component of the Vocational Skills Development Program (VSDP)
which is funded by the Swiss Agency for Development and Cooperation (SDC), and

26
implemented by a consortium led by Swiss contact, a Swiss Foundation. The Ministry
of Labour, Employment and Social Security (MoLES) is the focal ministry for LVT
implementation. LVT also closely cooperates with the State Governments of Mon and
Kayin States. The first main phase of the VSDP started in September 2014 and lasts
until January 2018. The International Organization for Migration (IOM) works with
Swiss contact in implementing LVT at the field level.
LVT courses aim to connect disadvantaged communities with existing labour
market needs. At present, the courses on offer are: Beautician, House Wirer, Tailor,
and Rural Mechanic. Courses for Plumber, Mobile Phone Service Technician,
Welder, Mason, and Sales Assistant are under development. Beauticians will be able
to apply all basic practical skills of beautification common in Myanmar – i.e. various
kinds of haircuts, shampooing, blow-drying, different kinds of hair colouring, hair
curling, hair straightening, hair repair and treatment, various facials, common hair
buns, and makeup for daily and specific occasions. House Wirers will be able to wire
domestic buildings.
Trainees will have a good understanding of the basic elements of electricity,
the instruments and tools needed, and all necessary safety requirements, and can apply
these to planning, quantity estimation and techniques of wiring a house in conformity
with local electrical standards. Tailors will have the basic knowledge and skills to
measure and draw patterns for commonly made clothing for children, women, and
men, and subsequently cut, stitch and sew these patterns. This will be able to
undertake basic maintenance of the tools and equipment used for tailoring. Rural
Mechanics will be able to undertake basic repair and maintenance of machines found
in rural areas. That will understand the basic functions of diesel generators, water
pumps, motorcycles, brush-cutters and solar panels, and be able to diagnose and
repair common problems of these machines, including oil systems faults, fuel
problems, electrical problems, and other common faults found with these machines.
In addition to the technical skills, LVT provides two hours of life skills
training during each of the 12 weeks training. The life skills training includes topics
such as job application and CV writing, healthy living, personal development, basics
of business management, gender in the workplace and safe migration. LVT also
organizes employment support for graduates, by giving advice on job search and by
bringing employers to the training venue to discuss employment options. LVT course

27
related Government departments are also consulted to facilitate employment for
graduates.
Written and practical ‘end of module’ and ‘end of course’ assessments are an
integral part of the training to ensure Learners learn and make progress. All graduates
receive a certificate at the end of the course stating if they have passed with
excellence, satisfactory or not yet satisfactory. To date, the LVT component has
trained a total of 69 occupational practitioners to deliver the training in the 4
occupations. The training of LVT instructors focuses on training methodology and
pedagogy. After completion of the training, LVT instructors are assigned to work in
different training venues.

3.7 Vocational Training provided by Small Scale Industry Department in

Naypyitaw

Courses that are being opened by Small Scale Industry Department in

Naypyitaw are;

(1) Value Added Food Production Course

(2) Consumer Goods and Cosmetics Manufacturing Course

(3) Basic Motorcycle Repair and Maintenance Course

(4) Bamboo Handicraft Course

Small Scale Industries Department in Nay Pyi Taw give the training for value-
added food production technology course for 7 days; basic motorcycle repair and
maintenance course for 1 month, consumer goods and cosmetics production course
for 5 days and bamboo handicraft production course for 15 days.

28
 Table (3.1) Number of training and trainees of vocational training

Motorcycle
Value Consumer
maintenanc Bamboo
Fiscal year added food good and Total
e and repair course
production cosmetic
course
2015-2016 No. of training 6 1 1 2 10

No. of Male 15 - 20 8 43
trainees Female 102 15 - 32 149
Total 117 15 20 40 192
2016-2017 No. of training 9 4 2 - 15

No. of Male 13 31 40 - 84
trainees Female 173 46 - - 219
Total 186 77 40 - 303
2017-2018 No. of training 7 2 3 1 13

No. of Male 32 17 51 - 100

trainees Female 108 23 - 20 151
Total 140 40 51 20 251
2018-2019 No. of training 6 6 1 1 14

No. of Male 17 22 20 7 66
trainees Female 101 112 - 13 226
Total 118 134 20 20 292
2019-2020 No. of training 5 2 - 3 10

No. of Male 17 5 - 13 35
trainees Female 83 30 - 41 154
Total 100 35 - 54 189
2020-2021 No. of training - 8 - 2 10

No. of Male - 12 - 17 29
trainees Female - 183 - 28 211
Total - 195 - 45 240
2021-2022 No. of training 4 5 - 1 10

No. of Male 9 19 - 5 33
trainees Female 71 81 - 15 167
Total 80 100 - 20 200
Source; Small Scale Industry Department in Naypyitaw

Table (3.1) shows the number of training and the number of trainees by the
value added food production course, consumer good and cosmetic, motorcycle

29
maintenance and repair course, and bamboo course from 2015-2016 FY to 2021-2022
FY.

According to Table (3.1), the total number of training for all courses is 82 and
the total number of trainees for all courses is 1667. For all courses, the total number of
trainees (male) is 390 and the number of trainees (female) is 1277. In 2016-2017 FY,
the number of training course was 15 and the number of trainees was 303 which are
the highest number of trainings and trainees during the study period. The numbers of
courses are 10 times in 2015-2016, 15 times in 2016-2017, 13 times in 2017-2018, 14
times in 2018-2019, 10 times in 2019-2020, also 10 times in 2020-2021, and 10 times
in 2021-2022. In 2019-2020 FY, the number of trainees was 189 which is the lowest
number of trainees during the study period.

In value-added food courses the number of training is 37, and the total number
of trainees is 741. The total number of trainees (male) is 103 and the number of
trainees (female) is 638. In 2016-2017 FY, the number of training course was 9 and
the number of trainees was 186 which are the highest number of training and trainees
during the study period. The numbers of courses are varying every year. Value-added
food courses were not offered in 2020-2021 FY. Only 20 trainees were accepted per
value-added food course.

Valued added food production course offers various food production training like
banana cake, pear cake, varieties of cookies, fruit cake, chiffon cake, crepe, various
fruit wines, natural plum juice thickener, natural tamarind juice thickener, ginger
juice, ready to drink plum juice, ready to drink tamarind juice, ready to drink lemon
juice, nutrient-rich fried egg-peanuts, fried Taunggyi beans, fried fish cracker, fried
steamed-potatoes, fried dried-tofu, fried steamed-onions, fried steamed-chocolate,
fried steamed-banana, French fries, plum preserved, preserved dry pumpkin jam,
papaya jam, eggplant jam, apple sugar blossom jam, dried mango jam, spice powder,
ready-to-eat dishes, tomato jam, lime jam, ginger jam, tomato sauce, tamarind toffee,
dried carrots, pickled radish, lime pickled, onion snack, rice snack, palm fruit, and
ice-cream/ ice-brook.
In the consumer goods and cosmetics course, the total number of training is 28
and the total number of trainees is 596. The total number of trainees (male) is 106 and
the total number of trainees (female) is 490. In 2020-2021FY, the number of trainees

30
was 195, and it is the highest number of training and trainees among the training
program. The number of courses varies each year and about 20 trainees are accepted
each of these training. But, sometimes it can be more than or less than 20 trainees.

The consumer goods and cosmetics course offers the training of consumer goods
and cosmetics like laundry detergent, dishwashing liquid, hand soap, disinfectant
hand soap, soap cream, hard soap, body soap, natural shampoo, hair straightener,
body shower, toothpaste, correct medicine, and ceramic rust remover.

In basic motorcycle maintenance course, the total number of training is 7, and

the total number of trainees is 131. In this training, all participants are male. In 2017-
2018, the number of training course was 3 and the number of trainees was 51, and it
was the highest number of trainings and trainees among the training program. The
number of courses varies every year. Between 2019 and 2022, there is a plan to offer
the motorcycle maintenance course but it cannot be implemented.
In bamboo handicraft production course, the total number of trainings is 10,
and the total number of trainees is 199. The number of trainees (male) is 50 and the
number of trainees (female) is 149. In 2019-2020 FY, the number of training course
was 3 and the number of trainees was 54 which are the highest number of trainings
and trainees among the training programs. The number of this course is varying every
year. Although only 20 trainees are accepted for each course, sometimes it can be
more than or less than 20 trainees. In 2016-2017 FY and 2022-2023 FY, there is a
plan to offer this course but this plan is not successful.

31
3.7.1 Types of Training provide by SSID in Nay Pyi Taw during Covid-19

Economic Relief Plan (CERP)

Table (3.2) shows Types of Training Course provide by SSID in Nay Pyi Taw
during Covid-19 Economic Relief Plan (CERP).

Table (3.2) Types of Training Course provide by SSID in Nay Pyi Taw during Covid-
19 Economic Relief Plan (CERP)

Number of Number of Trainees

No Types of Training
Training Male Female Total
1 Value Added Food 4 10 110 120
Consumer Goods and
2 9 48 267 315
Cosmetics
3 Bamboo Handicraft 1 8 17 25
Total 14 66 394 460
Source: Small Scale Industry Department in Naypyitaw

The training is conducted in accordant with Covid-19 Economic Relief Plan

(CERP) and is jointly conducted by Small Scale Industry Department with the aim of
creating job opportunities for rural people and increasing their income. The course
instructors from the SSID are giving practical and theoretical training on making
different household supplies by using teaching aid materials. The 6-day training
course is being attended by 35 trainees throughout the township. Table (3.4) show
types of training course provide by SSID in Nay Pyi Taw during Covid-19 Economic
Relief Plan (CERP).

3.7.2 Tailoring Course

Small Scale Industries Department offered Tailoring Course and Sewing
(Fashion Design Course) in 2022. In previous years, it was jointly opened with Nay
Pyi Taw (headquarters).The participants of the basic tailoring course that was opened
in Khukone Township, Gwe Pin Model Village by Nay Pyi Taw (headquarters) has
been requested to offer advanced tailoring (fashion design course) again. So, the
training of basic sewing has been begun under the leadership of the Nay Pyi Taw
Council Office in 22nd June, 2022.

32
 CHAPTER (4)
SURVEY ANALYSIS

The primary information is collected by personal interview with structured

questionnaire. Field surveys for primary data collection are done in 2022. A total of
120 sample trainees are surveyed by using a structured questionnaire.

4.1 Sample Size Determination

In this survey, the sample size was calculated using the following "Cochran's
Sample Size Formula".
n0
n=
(n −1)
1+ 0
N
Where,
n 0 is sample size
N is the population size
n is the new, adjusted sample size.
The Cochran formula allows calculating an ideal sample size given a desired
level of precision, desired confidence level, and the estimated proportion of the
attribute present in the population.
Cochran's formula is considered especially appropriate in situations with large
populations. A sample of any given size provides more information about a smaller
population than a larger one, so there's a 'correction' through which the number given
by Cochran's formula can be reduced if the population is relatively small.
The Cochran's Formula is
2
z pq
n 0= 2
e
2
(1.96) ( 0.5 ) (0.5)
n 0=
(0.05)2
= 384.16
≈ 385
Where,
e (the desired level of precision) = 5% =0.05

33
p ( the maximum possible proportion) = 50% = 0.5
q is 1-p = 1-0.5 =0.5
The z – value = 1.96 for 5% significance
N = 150
n0
n=
(n0−1)
1+
N
385
n=
385−1
1+( )
150
= 108.15
≈ 109
If non response rate is 9%
¿n
Sample
1−0.09
109
=
0.91
= 119.78
≈ 120
So, the required sample for this study is at least 120 trainees. It can be
concluded that the sample size need to collect 120 trainees.
The survey area is a total of 4 districts including 8 townships in Naypyitaw. 8
townships of Naypyitaw are Ottarathiri Township, Pobbathiri Township, Tatkone
Township, Zeyarthiri Township, Dekkhinathiri Township, Lewe Township, Pyinmana
Township, and Zabuthiri Township. The area is too wide in Naypyitaw and the
townships are too far from one place to another. When the survey is collecting,
various ways are used to get the target point like using by bus, by motorcycle, by foot,
by car. As most of places are rural village, there has some difficulty to go there. Some
rural village has gone first by bus and then by hiring motorcycle.
In the study the questionnaire has two parts. Part (1) is the demographic
factor and characteristics of respondents and the classification of the training. Part (2)
is using five-point Likert scales ranging from 'strongly disagree' valued as a '1',
'disagree' valued as a '2', 'few agree' valued as a '3', 'agree' valued as a '4', and
'strongly agree' valued as a '5'. Questionnaires are collected from the trainees who

34
attended the training program and used this in practice work by asking face to face
and some are by calling with mobile phone in Naypyitaw.
4.2 Demographic Factor of Respondents
This section describes the demographic characteristics of the trainees. The
demographic characteristics of respondents are gender, material status, education
level, family members, family income, age, and occupation. Table (4.1) shows the
classification of respondents by gender, material status, and education level.

Table (4.1) Number of Respondents by Demographic factors

Sr.No Demographic Factors Frequency Percentage
1. Gender
Male 28 23.3
Female 92 76.7
Total 120 100.0
2. Marital Status
Married 69 57.5
Single 51 42.5
Total 120 100.0
3. Education Level
Primary 9 7.5
Middle 25 20.8
High 57 47.5
Graduate 14 11.7
Postgraduate 1 0.8
Others 14 11.7
Total 120 100.0
Source; Survey Data 2022
According to Table (4.1), out of 120 respondents, 23.3% (28) are male and
76.7% (92) are female. This indicates that most of those who attended the training
were women. Table (4.1) also shows that 69 trainees are married which is 57.7% of
total trainees and 42.5% (51) of total trainees are single.
Regarding to education level of respondents, the highest percentage of the
trainees is high school level with 47.5% (57). Those with middle school are about
20.8% (25) and primary are about 7.5% (9). Graduate level is 11.7% (14).

35
Postgraduate is only one person 0.8%. Among them, others are 11.7% (14). In this
level, most of those are students who are still attending the university and those who
have finished from the monastery.

4.2.1 Family members of Respondents

Table (4.2) shows the number of family members of the trainees who attended
the training program.

Table (4.2) Number of Family Member

Family Member Frequency Percentage
1-3 25 20.8
4-6 77 64.2
7 and above 18 15.0
Total 120 100.0
Source; Survey Data 2022
According to Table (4.2), the percentage of family with appropriate family
members (4-6) is highest (64.2%) and 77 of total respondent’s family. Family with (1-
3) family member is 25 and 20.8 % of total respondent’s family. The percentage of
family with 7 and above family members is the lowest among respondents’ families.

4.2.2 Family Income of the Trainees

The family income group of respondents is divided into four class intervals as
less than 400000 kyats, 400000-600000 kyats, 600000-800000 kyats, and group of
800000 and above. Table (4.3) shows the income of the whole family of the
respondents.

Table (4.3) Family Income Group

Family income Frequency Percentage
Less than 400000 27 22.5
400000-600000 48 40.0
600000-800000 23 19.2
800000 and above 22 18.3

36
Total 120 100.0
Source; Survey Data 2022
According to Table (4.3), the highest percentage family income group is
400000-600000 kyats with 40% of total respondent’s families. And the last three
groups are not too different. Less than 400000 kyats groups are 22.5%, 600000-
800000 kyats groups are 19.2%. The groups of 800000 and above groups are 18.3%
and it is the lowest percentage of family income groups.

4.2.3 Age Distribution of Respondents

The age group of respondents is divided into five class intervals as less than 20
years, 20-30 years, 30-40 years, 40-50 years, and group of 50 and above. Table (4.4)
shows the age distribution of the trainees who attended the training program.

Table (4.4) Age of Respondents

Age group Frequency Percentage
(Class Intervals in Years)
Less than 20 26 21.7
20-30 24 20.0
30-40 37 30.8
40-50 21 17.5
50 and above 12 10.0
Total 120 100.0
Source; Survey Data 2022
According to Table (4.3), the highest percentage of the trainees is 30-40 years
of age with 30.8% (37). Less than 20 years of youth trainees is 21.7% (26) and most
of them are students who are still attending the school. The trainees in 20-30 years of
age are 20% (24), and 40-50 years of age are 10% (12). The lowest percentage age
group of trainees is 50 and above years old.

4.2.4 Occupation of Respondents

Table (4.5) shows the main occupation of the trainees. According to Table
(4.5), the highest percentage of occupation is tailor with 20% of respondents. The
second highest percentage of occupation is job related with training about 15% of

37
respondents. Value added food sellers, Consumer goods and cosmetic sellers and
Bamboo handicraft sellers are included in the job related with training. The total
percentage of jobs concerning with vocational training is 36.7% (44) which include
not only Job related with training but also tailor and motorcycle repairman.

Table (4.5) Occupation of Respondents

Occupation Frequency Percentage
Farmer 16 13.3
Breeding 10 8.3
Small Shopkeeper 16 13.3
Random 4 3.3
Tailor 24 20.0
Motorcycle Repairman 2 1.7
Staff 3 2.5
Job related with training 18 15.0
Student 16 13.3
Other 11 9.2
Total 120 100.0
Source; Survey Data 2022
Among the occupation concerning vocational training, motorcycle repairman
is the lowest percentage with 1.7% (2). Among other occupations, farmers, small
shopkeeper, and student the highest percentages with 13.3% (16) respectively and the
lowest percentage is staff with 2.5% (3). Out of 120 respondents, 84 which are 70%
total respondents have not only main occupation but also extra occupation. Among
the extra occupation, the highest percentage is 45.8% (55) that are job related training
provided by the vocational training.
4.3 Classification of Vocational Training
This section describes the general things about the training program. These are
information source, encourage person, types of training, financial support, and award
certificate. Table (4.6) shows the classification of vocational training.

Table (4.6) Classification of Vocational Training

Sr.No Classification of Vocational Training Frequency Percentage

1. Information Source

38
 Pamphlet 9 7.5
Village Admin office 81 67.5
Other 30 25.0
Total 120 100.0
2. Encourage Person
Myself 109 90.8
Friend 1 0.8
Parents 4 3.3
Head of household 1 0.8
Trainer 1 0.8
Head of village 1 0.8
Other 3 2.5
Total 120 100.0
3. Types of Training
Consumer Good and cosmetic product 60 50.0
Value added food production 20 16.7
Motorcycle repair and maintenance 11 9.2
Tailoring 25 20.8
Bamboo handicraft 3 2.5
Other 1 0.8
Total 120 100.0
Source; Survey Data 2022
According to Table (4.6), the high percentage of information source got from
the village admin office with 67.5% (81) and 7.5% (9) of the trainees is got from the
Pamphlet. Among the respondents, 25% (30) is got from others like friends, village
organizations, and etc.
Out of 120 respondents, 90.8% (109) of the trainees attended the training with
own decision. Among the respondents, 3.3% (4) of the trainees are attended the
training as the encouragement of parents and 0.8% (1) attended as the encouragement
of friend, head of household, trainer, and head of village respectively. Only 2.5% (3)
attended as other factors.
Out of 120 respondents, 50% (60) are attended in consumer goods and
cosmetic course, 20.8% (25) of the trainees are attended in tailoring course, 16.7%
39
(20) are attended in value added food course, 9.2% (11) are in motorcycle repair and
maintenance course, and 2.5% (3) are in bamboo handicraft course. Among these
types of training, only one person 0.8% is attended in fashion design course.
During the training, 64.2% (77) got financial support from the training but
35.8% (43) didn't get it. And also after completion of the training, 98.3% (118) got
award certificate and 1.7% (2) didn't get award certificate.

4.4 Source of Finance

Table (4.7) shows the source of financial for the business after completing the
training program. According to Table (4.7), 81.7% (98) of the trainees obtained the
needed finance from own saving. 2.5% (3) of the trainees are got the needed
investment from village's loan, and micro finance loan respectively. 1.7% (2) of the
respondents got it from the corporate loan and 11.7% (14) got from other like parents
and village common loan.
Table (4.7) Source of Finance
Source of financial Frequency Percentage
Corporate Loan 2 1.7
Village's Loan 3 2.5
Micro Finance 3 2.5
Saving 98 81.7
Other 14 11.7
Total 120 100.0
Source; Survey Data 2022
The loan amounts for the trainees are 200000, 300000, and 400000
respectively. Although loan amounts are different, the interest rate is same for all only
1% (1 kyat). The interest duration is one year (12 months) and the pay pattern is
monthly.
4.5 Difficulties during the implementation of the business
The result shows that Cronbach's alpha coefficient of difficulty has alpha of
0.766.
Table (4.8) Summary of Cronbach's alpha Reliability Coefficient
Cronbach's
Variables Number of items
Alpha

40
Difficulty 8 .766
Source; Survey Data 2022
This indicates strong internal consistency among measures of variable item. It
indicates that there is a significant positive correlation. Therefore, the data collected
from the trainees are reliable and acceptable for the purpose of the study.

Table (4.9) Difficulties during the implementation of the business

Statement SDg Dg FA A SA
% % % % %
To buy raw materials for business 14.2 36.7 41.7 5.0 2.5

To operate the business as the sink of invested 9.2 44.2 31.7 11.7 3.3
money
To enter the market as a new product 10.0 18.3 49.2 17.5 5.0

To enter the market cause of the business isn't 5.8 22.5 49.2 17.5 5.0
soon
To enter the market although the business has 19.2 28.3 41.7 8.3 2.5
been long time

To expand the business cause the business has 5.0 25.0 45.8 21.7 2.5
too many competition
To compete the product in the market according 5.8 37.5 40.8 15.0 0.8
to quality
To operate the business cause of do not have 22.5 40.0 28.3 7.5 1.7
enough invested money
Source; Survey Data 2022
Table (4.9) shows the difficulties during the implementation of the business
that result from survey data. There has 21 difficulty that faced by the trainees during
the implementation of the business. Among them the following are the most difficulty
that faced and struggled by the trainees. According to Table (4.9), 50.9% (61) of
respondents are disagree with the question of to buy raw materials for business that
means the respondents don't have the difficulty to buy raw materials for business but
49.2% (59) of respondents have the difficulty. 53.4% (64) of respondents are disagree
with the question of to operate the business as the sink of invested money that means
the respondents don't have the difficulty to operate the business as the sink of invested
money but 46.7% (56) of respondents have the difficulty to operate the business.

41
 28.3% (34) of respondents are disagree with the question of to enter the
market as a new product that means the respondents don't have the difficulty to enter
the market as a new product but 71.7% (86) of respondents have the difficulty to enter
the market and this indicate that there is a lot of difficult for trainees to enter the
market as a new product during the implementation of the business. And also 28.3%
(34) of respondents are disagree with the question of to enter the market cause of the
business operation isn't soon that means the respondents don't have the difficulty to
enter the market cause of the business operation isn't soon but 71.7% (86) of
respondents have the difficulty to enter the market and this indicate that there is a lot
of difficult for trainees to enter the market cause of the business operation isn't soon
during the implementation of the business.

47.5% (57) of respondents are disagree with the question of to enter the
market although the business has been long time that means the respondents don't
have the difficulty to enter the market although the business has been long time but
52.5% (63) of respondents have the difficulty to enter the market. 30% (36) of
respondents are disagree with the question of to expand the business cause the
business has too many competition that means the respondents don't have the
difficulty to expand the business cause the business has too many competition but
70% (84) of respondents have the difficulty to expand the business and this indicate
that there is a lot of difficult for trainees to expand the business cause the business has
too many competition during the implementation of the business.
43.3% (52) of respondents are disagree with the question of to compete the
product in the market according to quality that means the respondents don't have the
difficulty to compete the product in the market according to quality but 56.6% (68) of
respondents have the difficulty to compete the product in the market according to
quality. 62.5% (75) of respondents are disagree with the question of to operate the
business cause of do not have enough invested money that means the respondents
don't have the difficulty to operate the business cause of do not have enough invested
money but 37.5% (45) of respondents have the difficulty to operate the business cause
of do not have enough invested money.

4.6 Reliability Statistics

42
 The result shows that Cronbach's alpha coefficient of the eight variables range
from (.652) to (.896). Learning system has alpha of (.896), difficulty has alpha of
(.848), benefit has alpha of (.826), and trainer evaluation has alpha of (.802).

Table (4.10) Summary of Cronbach's alpha Reliability Coefficient

Number of
Variables Cronbach's Alpha
items
Benefit 6 .826
Effect on Family Income 5 .684
Employment after training 5 .729
Subject analysis 4 .652
Learning system 6 .896
Supporting ingredient and training duration 7 .674
Trainer evaluation 7 .802
Difficulty 21 .848
Source; Survey Data 2022

This indicates strong internal consistency among measures of variable items.

For the rest factors, it indicates that there is a significant positive correlation.
Therefore, the data collected from the trainees are reliable and acceptable for the
purpose of the study.

4.6.1 Benefits received from attending the course

Table (4.11) shows the benefits received from attending the course that result
from survey data.

Table (4.11) Benefits received from attending the course

Statement SDg Dg FA A SA
% % % % %
Gained a lot of knowledge about product 2.5 68.3 29.2
manufacturing

Gained a lot of skills about product manufacturing 1.7 63.3 35.0

Gained a lot of social communication 0.8 6.7 45.0 47.5

43
Gained a lot of job opportunities 14.2 46.7 39.2

Gained a lot of knowledge of marketable product 0.8 0.8 14.2 66.7 17.5
production and distribution

Can be contribute more to social activities with the 0.8 4.2 64.2 30.8
materials obtained from the course

Source; Survey Data 2022

According to Table (4.11), all respondents 100% are agree with the
questions of Gained a lot of knowledge about product manufacturing, Gained a lot of
skills about product manufacturing, Gained a lot of job opportunities, and Can be
contribute more to social activities with the materials obtained from the course
respectively. 98.4% of the respondents are agreeing with the question of Gained a lot
of knowledge of marketable product production and distribution. And 99.2% of the
trainees agree the statement of Can be contribute more to social activities with the
materials obtained from the course.

4.7 Cross-tabulation Results

Results dawn by conducted cross-tabulation analysis on SPSS are as under:

4.7.1 Earning Group and Types of Training

The respondents are attended five types of training ( ⅰ) Consumer good and
cosmetic production course, (ⅱ) Value added food production course, ( ⅲ) Basic
Motorcycle repair and maintenance course, (ⅳ) Tailoring course, and ( ⅴ) Bamboo
handicraft production course. Among them consumer good and cosmetic production
course and bamboo handicraft production course are added into one group and value
added food production course and basic motorcycle repair and maintenance course are
also added into one group. Thus, types of training have three groups in the Table
(4.12).
Table (4.12) Cross-tabulation of earning and types of training
Types of Training
Value added
Earning Total
Cosmetic food and Tailoring
and Bamboo motorcycle
Less than 50000 Count 26 10 0 36
% within 72.2% 27.8% 0.0% 100.0%
Earning

44
 50000-100000 Count 16 9 2 27
% within
59.3% 33.3% 7.4% 100.0%
Earning
100000-200000 Count 17 5 13 35
% within
48.6% 14.3% 37.1% 100.0%
Earning
200000 and Count 4 7 11 22
above % within
18.2% 31.8% 50.0% 100.0%
Earning
Total Count 63 31 26 120
% within
52.5% 25.8% 21.7% 100.0%
Earning
Source; Survey Data 2022
As shown in Table (4.12), the highest 72.2% of respondents who attended the
consumer good and cosmetic production and bamboo handicraft production course
group were less than 50000 kyats monthly earning. 50% of respondents with higher
level of earning (200000 kyats and above monthly earning) attended for tailoring
course. This indicates that tailoring course should be open in many places and should
be upgraded overtime. Trainees with 50000-100000 kyat monthly earning who
attended the value added food production and basic motorcycle repair and
maintenance course group were 33.3% while 48.6% of respondents with 100000-
200000 kyat monthly earning attended the consumer good and cosmetic production
and bamboo handicraft production course group.

4.7.2 Earning Group and Education Group

The education group of respondents is divided into two groups as below high
school, and high school and above. Table (4.13) shows the relationship between
earning group and education group of the respondents.
Table (4.13) Cross-tabulation of earning and education
Education
High
Earning Total
Below high school and
school above
Less than 50000 Count 6 30 36
% within
16.7% 83.3% 100.0%
Earning
50000-100000 Count 11 16 27

45
 % within
40.7% 59.3% 100.0%
Earning
100000-200000 Count 9 26 35
% within
25.7% 74.3% 100.0%
Earning
200000 and above Count 8 14 22
% within
36.4% 63.6% 100.0%
Earning
Total Count 34 86 120
% within
28.3% 71.7% 100.0%
Earning
Source; Survey Data 2022

According to Table (4.13), the high percentage of earning for respondents

were high school and above group. This indicates that high school education and
above group of respondents are find more money than below high school education
group.

46
 Chapter (5)

Conclusion

This chapter presents the findings based on the vocational training program in
Naypyitaw. In addition, based on these findings the difficulties faced by the trainees
during the implementation of the business.
5.1 Findings
The main objectives of the study are to analysis the relationship between types
of training and earning, and the difficulties faced by the trainees during the
implementation of the business. The study analyse how to relationship between types
of training and earning of the respondents. This study targeted 120 respondents in
Naypyitaw who are attended the vocational training program provided by Small Scale
Industry Department.
In studying the demographic characteristics of the respondents, it is found that
most of the trainees in the study are female and it is 76.7%. Regarding to educational
level of respondents, the highest percentage of the trainees is high school level with
47.5%. It is found that the high percentage of family member is 64.2% (77) with 4-6
members group. And also found that the highest percentage family income group is
400000-600000 kyats with 40% of total respondent’s families. Regarding to the age
of respondents, the highest percentage of the trainees is 30-40 years of age with
30.8% (37). It is found that the highest percentage of occupation is tailor with 20% of
respondents. Out of 120 respondents, 84 which are 70% total respondents have not
only main occupation but also extra occupation. Among the extra occupation, the
highest percentage is 45.8% (55) that are job related training provided by the
vocational training.
In studying the classification of vocational training of 120 respondents, 50%
(60) are attended in consumer goods and cosmetic course, 20.8% (25) of the trainees
are attended in tailoring course, 16.7% (20) are attended in value added food course,
9.2% (11) are in motorcycle repair and maintenance course, and 2.5% (3) are in
bamboo handicraft course. Among these types of training, only one person 0.8% is
attended in fashion design course. The high percentage of information source got
from the village admin office with 67.5% (81). During the training, 64.2% (77) got
financial support from the training and 98.3% (118) got award certificate after
completion of the training. Out of 120 respondents, 90.8% (109) of the trainees

47
attended the training with own decision. And 81.7% (98) of the trainees obtained the
needed finance from own saving.
50% of respondents with higher level of earning (200000 kyats and above
monthly earning) attended for tailoring course. Thus, tailoring course should be open
in many places and should be upgraded overtime. In the studying, the high percentage
of earning for respondents were high school and above group. This indicates that high
school education and above group of respondents are find more money than below
high school education group.
From the questionnaires for the trainees who attended the training pragram by
asking face to face in Naypyitaw, it is found that respondents have the purpose of
attending the course. Most of are as hobby, to increase household's income, to
establish own business, want to have own income, to increase extra income and have
the interest. Other purposes are want to make and use by self, to improve about the
bamboo handicraft, interest about the handicraft, to develop technology, to sell the
product of their shopkeeper, to spend the product with cheap cost, to make the
livelihood with maintaining and repairing the motorcycle, want to spend domestic
currency, to use consumer good and cosmetic product without chemical compound, to
fair price, and so on.
From the respondents, the advantages of the training program are increasing
family's income, establishing own business, increasing income and getting own
business, having many of benefit about the product, enhancing the knowledge and
skill for the product, getting regular income, knowing the precise way to make
product, increasing the technology, welling the social relationship, gladding as offered
the training in the village, relieving the household's expenditure, producing the home
product, getting the job opportunities and so on. And there have a few disadvantages
about the training program. These are inconvenience travel, less training time, and not
enough capital.

48
5.2 Suggestions
This study has shown the relationship between earning and types of training,
and the difficulties faced by the trainees during the implementation of the business. In
the study, tailoring course should be open in many places and should be upgraded
overtime. In the study, it is also found that respondents' many of suggestions are not
sufficient the training time for tailor course, want to cooperate as the village is not
develop, want to offer upgrade training, want to do many of technology by public,
want to open many of next training, want to join for capital, want to open another type
of training, want to supply the needs for real working person, want to supply for weak
person to become establish micro own business, want to expand the market, want to
do with cooperate, want to easy buying the raw material, and so on.
Out of the respondents, 71.7% (86) of respondents have the difficulty to
enter the market as a new product during the implementation of the business. And
also 71.7% (86) of respondents have the difficulty to enter the market cause of the
business operation isn't soon during the implementation of the business. 70% (84) of
respondents have the difficulty to expand the business because the business has too
many competitions during the implementation of the business. 56.6% (68) of
respondents have the difficulty to compete the product in the market according to
quality. Although the training is good, it has a few needs to efficient the program. As
the training is overlap from one place to another, it is inconvenience for selling the
products. The market has many competitions; it is not easy to entry the market for
new product and stay for long time.

49