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SUAME MAGAZINE TECHNICAL INSTITUTE (SMATI) |
| The Suame Magazine Automatics Technical Institute (SMATI) In 2008, SMIDO entered into a landmark partnership with the Ghana-Indian Kofi Annan ICT Centre. This was done to address the urgent need to incorporate ICT into the industrial operations of Suame Magazine and better enable Suame Magazine artisans to service vehicles with ICT-based auto-diagnostic systems. Under this partnership, an ICT project was established at Suame Magazine. This led to the formation of SMATI as an institutional training centre for artisanal engineering. Inaugurated in January 2009 by John Dramani Mahama, the Vice President of Ghana, SMATI is a branch of SMIDO that seeks to directly support Suame Magazine’s micro, small and medium scale enterprises (MSMEs) and the people who work in them by increasing their capacity to be successful. To meet this objective, SMATI offers skills upgrading classes and has a business advisory programme. Through SMATI’s programmes, people working in Suame Magazine are able to find ways to improve their own businesses. SMATI is involved with the following programmes: ICT Programme Literacy Programme Business Support Programme Enhanced Workshop Skills Programme Factors Affecting Shaping the Learning Needs of Suame Magazine Artisans The Suame Magazine community is a unique group and presents a distinctive set of challenges in terms of educating the community. There are three major challenges that can be categorized as follows: Limited Formal Education and Low Literacy Rate Many of those working and living in Suame Magazine has have limited formal education. As a result, most artisans have weak English skills such that English oral comprehension within the Magazine is basic, and written comprehension is even lower. Limited Available Time for Ongoing Education Many artisans work Monday through Saturday from 7am - 6pm with a small staff. As such, it is difficult for the artisans to leave their shops to attend classes. Limited Exposure to Computer Technology The majority of the artisans in the Magazine have not had extensive access to computers and few understand the benefits of ICT training. A SMIDO survey in 2007 revealed that less than 2% of people in Suame Magazine have email addresses which may indicate minimal computer use. Motivation of Adult Learners Motivation is central element of adult education. Children are motivated to learn because adults tell them they must, while adults choose to learn because they rationalize a motivation to do so independently. Adults are independently motivated to learn for different reasons; however, six central motivations can be highlighted1: 1. As a way to cope with specific life (changing) events. For example, the way a particular task is performed in their profession. 2. Many life (changing) events motivate an adult to learn as a way to cope, for example, several changes in their professional field or the remaking of a field. As adults encounter life-changes, their motivation for learning also increases. 3. The learning experiences that adults seek on their own will be directly related (at least in perception) to the changes in their lives. 4. Adults will be motivated to engage in learning before, after, or during life changing experiences once convinced that change is certain and learning will assist them in coping with the transition and surviving in the new environment. 5. Adults are motivated to learn because they believe that they have an applicable use for the knowledge or skill being taught. Learning is a means to an end. 6. An increase or maintenance of self-esteem and status are strong secondary motivators for adults to engage in learning. Meeting the Learning Needs of Suame Magazine Artisans As all of SMATI’s students are adults, the training programs are catered to the needs of adult learners. To ensure that the classes are beneficial for the students the programs incorporate the principles of relevancy, application, hands-on teaching, customized class scheduling and encouraging motivation. Relevancy Adults must be able to identify the reason for learning something. They are not children, who will learn for the sake of it or because they are told to by an adult. For adults, learning must be applicable to their personal or professional lives if it is to be of any value. SMATI’s instructors connect program objectives and new information and concepts in ways to make them relevant to the student’s needs and desires. Application Adults are entering the educational environment with a specific goal in mind and they want to be able to apply what they have learned as soon as possible. SMATI’s instructors provide more than theory and broad concepts. Information is ‘practicalized’ to make it relevant and applicable to the students’ learning objectives. Lessons are focussed on ‘how to’ not only ‘this is.’ Priority is placed on developing the ability to accomplish tasks, not only memorizing content. The instructors help the learners to realize the benefits of knowing and the costs of not knowing. Hands-On Teaching As most of SMATI’s student have limited experience in class room setting and are used to learning through experience, instructors incorporate activities and provide real-life examples throughout the class. Practical teaching tools include the use of demonstrations, group discussions, and case studies. Customized Class Scheduling Since our students are all learning on a part-time basis, our class times must be flexible. By offering classes between 7am-7pm during the week, SMIDO ensures that all artisans have access to the lessons without disrupting their daily schedules. Encouraging Motivation SMIDO’s instructors help the students understand their motivation and create performance goals. The instructors create a supportive atmosphere and are available for extra help outside of regularly scheduled class times. |
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