Name of Organisation: Skillshare International Botswana (SKIB)

Contact person: Tiny Healy (tinyhealy@skillsharebots.org)

Manager of Project: Matshidiso Kebalefetse

Name of Project: Practice Makes Perfect: Advancing Livelihoods for Rural Women and

Youth through Dressmaking

Location of Project: Dukwi Refugee Camp, Central Botswana

Project Duration: 12 months

Project Sector: Sustainable Livelihoods

NEW ZEALAND AID PROGRAMME TO AFRICA

The New Zealand Government’s official development assistance

(ODA) supports sustainable development in developing countries, in order to reduce poverty and

to contribute to a more secure, equitable and prosperous world. New Zealand provides a small,

targeted development assistance programme to Africa administered through the New Zealand

High Commission in South Africa. Development funding takes the form of grants for clearly

defined, time-bound projects and support programmes implemented by Non-governmental

Organisations (NGOs) and Community Based Organisations (CBOs) that have verifiable

development records.

Date of report: 12 September 2016

Implementing organization : SkillShare International Botswana

Project title: Practice Makes Perfect: Advancing Livelihoods for Rural Women and Youth

through Dressmaking

Location of project: Dukwi Refugee Camp, Central Botswana

Project start and end dates: August 2015 - July 2016 (extended to 30 September, 2016)

Total amounts approved / received: BWP350,392.00

Dates approved: June 2015

Date amount received: 03 August 2015

Total amounts spent: BWP350,392.00

Balance: P0.00

Comment on the project outcomes achieved, including the extent to which each

objective has been achieved in terms of expected performance indicators and the

latest agreed components/tasks, inputs outputs, benefits and work schedule.

note any problems encountered and hoe these were managed. Were they the same

risks identified in the proposal? If so, was the recommended mitigation action the

appropriate ne?

if any anticipated outcomes/ benefits were not achieved, what were they and why

were they not achieved?

What aspects of the project were particularly successful?

what are the lessons learned from this project, which might be useful for the

implementation of future similar projects

This was a 12 month project (“Practice Makes Perfect”) funded by the New Zealand High

Commission/NZAID to empower disadvantaged women and youth by equipping them with life-

long vocational skills which enables beneficiaries to access new opportunities to gain sustainable

employment and income.

The project objectives are as follows with their outcomes:

Objective Outcome and work schedule

to double the number of existing practical dressmaking

classes available at Dukwi Refugee Camp from 5 to 10

per week by 31st August 2015.

Inputs: Renovating and equipping the

classroom which had been used as a

storeroom was done by the bricklaying and

electrical trainees under the supervision of

their instructors. A total number of 23 people

participated in this objective to make it

achievable. This includes 12 electrical

trainees who did the installation, 8

bricklaying students who refurbished the

floor and walls. The students were working

under the supervision of 2 electrical

instructors and 1 bricklayer. The head of

dressmaking was the client for her

colleagues and the work had to be done

according to her requirements. Materials

included paints, cement, bricks, cond

Outputs: At the end of the project the

number of practical dressmaking classrooms

had increased from 1 to 2. This enabled the

lessons to double from 5 to 10.

Benefits: the objective has provided the full

time trainees an opportunity to practice

more, improve on their sewing skills and

speed.

Work Schedule: Renovation was done from

the month of September and completed in

the month of October 2015. Equipping of the

classrooms too place in the months of

November and the fulltime trainees were

able to use the equipment for the final

examination in December. The final touches

were done during of April and July 2016.

to improve the quality of the course by introducing

three new dressmaking techniques (embroidery,

quilting and crafts) into the curriculum by 31st August

2015

Inputs: A module using the new sewing

techniques was developed and implemented.

The module outline contains three

dressmaking techniques with an addition of a

tie and dye techniques. Four training sessions

were conducted to introduce the three

dressmaking techniques (embroidery,

quilting and crafts). All trainees (24) (23

females and 1 male) practiced in all the

sessions and produced good quality products

that can compete in the modern industry.

Outputs: The trainees both People of

Concern and Asylum Seekers and part time

(Out Of School Education and Training

(OSET) who are Batswana) have done well

in adapting the skills and putting to use the

techniques learnt. All the learning outcomes

have been met.

Benefits: The trainees were excited about

embroidery and tie and dye and that

improved the attendance rate of the full time

students (refugees and asylum seekers) who

practiced more and more and are therefore

able to make products using the acquired

techniques. The part-time trainees outshined

the counterparts from other regions when

they participated in the mini trade fair and

for the first time they have managed to get

position one in the regional in the sewing

category. Twelve trainees were local while

12 were refugees and asylum seekers.

Work schedule: the training starts in

December 2015, in February and in June July

when they finally prepared for the women’s

exposition. It was on schedule.

to ensure the dressmaking department has the

appropriate equipment to meet training quality

standards by procuring new machinery, materials and

stationery between 1st July to 31

st August 2015.

Inputs: The department managed to equip

the two classrooms with appropriate

equipment (10 Industrial straight machines

and 1 Industrial overlocker, 1 domestic

machine and 1 domestic overlocker, 25

dressmakers scissors, thread cutters, 25 seam

rippers, trade rulers, cutting tools and

materials, furniture (4 cutting tables and 16

stools) and training material ( 4 rolls of

calico, matching thread, machine needles,

hand sewing needles, sewing cotton,

embroidery thread, three rolls of interfacing,

dress forms for fitting., industrial steam iron

and ironing board, just to mention a few

items.

Outputs: Trainees were no longer sharing

equipment and hence improved. “Practice

makes perfect”.

Benefits: improved efficiency in learning

new skills due to improved access to

individual equipment.

Work schedule: Materials were bought for

the first training session in November 2015.

The following sessions materials were

bought in April 2016 in preparation for June

and July training sessions.

to provide an environment conducive to quality learning

through a modest refurbishment of the practical

classrooms by 31st August 2015.

Inputs: There has been one classroom

catering for both cutting and sewing. The

two have been separated to provide for both

the cutting and sewing to happen

simultaneously without crowding. We now

have a cutting room and sewing room which

are well equipped, to make a conducive

learning environment.

Outputs: The trainees have ample time to

practice as they have been allocated a

machine each to work with. They are also

able to meet their task deadlines.

Benefits: Trainees are also able to meet their

task deadlines and improved speed.

Work schedule: Throughout the 12 months

of the project.

to increase the income and employment opportunities for

local woman and youth from poor backgrounds, who

already have a basic but not comprehensive

understanding of dressmaking, through quarterly two-

week workshops over 12 months, commencing 1st

December 2015.

Inputs: The introduction of new

dressmaking techniques (module standard)

has improved the quality of the trainees both

full time and part-time.

Outputs: The participants’ work has

improved both in quality, efficiency and

delivery time. They are producing quality

products that the community is appreciative

of and are buying and put in orders. Their

income has and is improving.

Benefits: acquired skills, ability to apply the

techniques after much practice. Improved

quality and increased income.

Work schedule: The OSET participants

were self employed and therefore the

schedule ran throughout the project cycle.

to raise trainees’ self- esteem and confidence through

two leadership training workshops conducted by SKIB in

December 2015 and June 2016.

Inputs: Leadership workshops were

conducted. Where they were presentation of

leadership basics and presentation skills.

Training enabled the participants to take a

holistic view of their environments such as

family, house chores, social commitments,

seasonal activities like ploughing, harvesting.

etc.

Outputs: Trainees practiced acquired

leadership skills within the group discussions

and have alternatively presented to the class

and have shown improvement in

communication skills.

Benefits: Great signs of improved

confidence. Improved presentation and

communication skills.

Work schedule: December 2015 and

February 2016

note any problems encountered and how these were managed. Were they the same

risks identified in the proposal? If so, was the recommended mitigation action the

appropriate one?

if any anticipated outcomes/ benefits were not achieved, what were they and why

were they not achieved?

The project planned to hold 40 days of training within the year. The planning was based on the

school holiday calendar. The participants are elderly who are attending literacy classes with Out

Of School Education and Training who look after their grandchildren during the school going

days. And for accommodation, there was an arrangement with one of the schools that they host

the participants in their hostels including the use of their kitchen facilities.

SKB‘s training centre is situated in the refugee camp owned by Government. People besides

camp residents need permits to enter. Training was scheduled for 2 weeks every school holidays

so that some of the classrooms could be used for participants’ lodging for Botswana nationals

under OSET as they do not reside in the camp. However, the Government denied them permits to

lodge in the camp apparently for security reasons. That was mitigated by requesting the

secondary school outside the camp (4 km away) to accommodate the participants in the students’

hostels. The participants were from the Out of School Education and Training (OSET) .under the

Ministry of Education. That happened during the first training. The issue was not identified

during project planning as normally when the right channels are followed in request for permit, it

is normally granted. Both participants and the trainers were taken care of by OSET in the

subsequent trainings.

Another problem was that the youth were not really interested in dressmaking and therefore the

majority of the beneficiaries were adult women who have to juggle many other chores including

feeding their families. Therefore some of the original participants dropped off. However they got

replaced. The good thing is that they dropped off after the first training and therefore there was

enough time to bring the others on board

All project outcomes were accomplished and therefore the project was one of the best.

What aspects of the project were particularly successful?

Renovations and refurbishing of the one classroom to as well as carpentery work were most

successful because they were performed by the trainees. This did not only bring income to them

but it was good for their self esteem and confidence as they products were exceptionally to high

standard. Carpentry work was done by local students from the neighbouring brigade. Therefore,

the project fostered the relationship between us and them.

Equipment purchased through the project especially machines, tables and stools increased skills

development of the participants as they did not have to share. Prior to the project, participants

had to await turns to use equipment. Therefore only those who preserved came out with skills as

the others gave up. Now with enough machinery, participants are not limited to practicing –

PRACTICE MAKES PERECT. This has helped to perfect their skills.

The trainees who having an increased number of customers are as follows:

1) Mrs Pelaelo Fire has had 5 clients of which she would make P 400.00 a month. During

the project her clientele increased by 10. She now has 15 customers. Her clients are

impressed by the improved quality of her work.

2) Mrs. Annah Mothetho started with 10 clients and now the number is increasing monthly

with three new clients every month. With the 10 clients, she has been making a total of P

300.00 a month. With the increase of clients she is about to make P 1000.00.

3) Mrs. Chikadzi Morapedi started with 30 clients and making a total of P1000.00 a month.

As of writing the report she has now won a tender to make uniform for a group of 70 for

the celebration of Botswana’s 50th

Independence. These are community choir groups. She

will be making a total of P4 500.00 on deliver.

The three ladies are not the only ones who are experiencing the increase. The others participants

did not have clients before they joined the project. They have since started making some

products for their grandchildren, household items and selling to their neighbours. The

participants have been carrying their hand work when they go for community gatherings, and as

thus the community members have noticed the work they do. In these gatherings is where most

of their clients place orders.

what are the lessons learned from this project, which might be useful for the

implementation of future similar projects.

The department has learned the following from the project that could and can be helpful in future

projects of this caliber

Identify all risks that could hinder the progress of the project and make appropriate

actions to guard against.

Always look into the background of the potential partner and make a recommendation for

them to include SKIB in the selection of trainees.

The other would be to be very specific by providing criteria of the type and kind of

individual the project requires.

To broaden their selection of targeted market/ beneficiaries, government departments,

organizations and communities.

When planning for practical training session to schedule a leadership workshop

separately and make provision to have a two leadership trainers for continuity.

Conclusion

The project has been a success regardless of the challenges. The partnering organization (OSET)

has indicated that they want to continue working with SKIB. They have indicated that funds

permitting they would arrange for other training sessions to be held in other government centres

as a way of showing them of the good work that SKIB is doing for the community and maybe

they would collaborate with them in the future.

The trainees especially the OSET women are very excited that they still want to keep attending

as and when they face challenges. In conclusion the women have decided to approach

government departments to apply for grants to start businesses.

Annex: Tie and dye workshop incorporated into the Hand embroidery lesson.

Last day of the project after the tie and dye lesson. Tie and dye and hand embroidery products.

Annex: Trade Fairs and Expositions.

Women’s Expo display.

Dressmaking trainer explaining to a trade fair attendee on whom and what SKIB is about, during

the Business Botswana Trade Fair.

Annex: Leadership workshops.

Leadership Facilitator explaining concepts.

Annex: Renovations

Annex: assembling of sewing machines.

Annex: Table and stool assembly by Mosetse Brigades Trainees.

Annex: Tables and stools.

Classroom setup for cutting room

Sewing room setup.