MINISTRY OF WOMEN AFFAIRS, COMMUNITY, SMALL AND MEDIUM

ENTERPRISES DEVELOPMENT

TRAINING CURRICULUM FRAMEWORK FOR THE TRAINING CENTRES

MARCH 2023

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Table of Contents
Preface..........................................................................................................................4
Introduction...............................................................................................................4
Learning Outcomes........................................................................................................5
SECTION 1..................................................................................................................7
HOW TO TRAIN.......................................................................................................7
Training Methodologies...................................................................................................9
Training and Facilitation Style........................................................................................11
Evaluating the Training.................................................................................................12
SECTION 2................................................................................................................ 12
TRAINING OUTLINE..............................................................................................12
Global, Regional And National Priorities..........................................................................12
Gender, Gender Based Violence And The Survivor – Centred Approach.............................15
Conflict Management

Mind-Set Change.............................................................................................................................................................. 16
Basic Life Skills…………………………………………………………………………………………………… 17
Entrepreneurship and Business Management..................................................................................................19
Resource Endowment Based Value Addition …………………………………………………………………………………..

Textile Technology……………………………………………………………………………………………………………………………

Internal Savings and Lending (ISAL)......................................................................24

Project planning and management..........................................................................24
Sources of Funding..........................................................................................................................................25
Resource Endowment Based Value Addition...........................................................25
Beekeeping and Honey Processing....................................................................................................26
Food Processing.................................................................................................................................................27
Cake making......................................................................................................................................................... 27
Bread making and yeast dough products......................................................................................28
Basic Cookery...................................................................................................................................................... 28
Advanced Cookery........................................................................................................................................... 29
Packaging and Labelling.............................................................................................................................29
Industrial And Domestic Products...........................................................................30
Detergent manufacturing.........................................................................................30
Soap, Petroleum Jelly and Disinfectant Making......................................................32

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Candle wicking and Drawn Thread work.................................................................32
Agriculture Value Chain............................................................................................33
Management of Agricultural Enterprises.................................................................33
Integrated Fish Farming..........................................................................................33
Rabbit Farming Business..........................................................................................35
Dress Making.......................................................................................................................................................... 37
Tie and Dye & Batik..................................................................................................37
Jewellery, Embroidery and Bead Making………………………………………………………………36

Clothing Technology/ Fashionomics................39Information Technology And The

Knowledge Economy......................................................................................................................................43

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PREFACE
The Ministry of Women Affairs Community Small and Medium Enterprise Development has
been involved in the training of rural communities since the advent of national independence
in 1980. The framework has changed little in the intervening period. In the meantime,
national priorities have shifted to reflect the new realities of surviving in an increasingly
global economic environment. The Government of Zimbabwe has realigned its development
priorities through its Vision 2030, a blueprint for the transformation of Zimbabwe into an
upper middle-income economy by the year 2030. To support this development thrust, the
government has implemented the National Development Strategy 1, Education 5.0,
Devolution policy, and several strategies under agriculture. To align its training programme
to that of the government, the Ministry of Women Affairs Small and Medium Enterprise
Development through support from the Spotlight Initiative of the United Nations
Development Programme, has conducted a review of its training courses offered at its two
training centres, namely the National Training Centre for Rural Women and the Roger
Howman training centre. This new training curriculum framework has been developed from
the review process. The new curriculum framework will be translated into the main
vernacular languages spoken in Zimbabwe to enable access by all.

INTRODUCTION
The training framework for Community Development Coordinators and rural women across
Zimbabwe is a tool to be used for a sustainable training programme within the training
centres of the Ministry of Women Affairs Community Small and Medium Enterprise
Development. It is a response to concerns that the training centres were fast losing
relevance in the rapidly changing environment in Zimbabwe. Training now needs to go
beyond training for its own sake but rather to lead to the transformation of the rural
economy and by extension the national economy through training that leads to tangible
goods and services. The training framework speaks to the centrality of women,
communities, SMEs and cooperatives and their varied circumstances in transforming their
communities. It intends to transform the mind-set, knowledge base and skills of
communities and particularly rural women. It seeks to move the community away from
survival entrepreneurship to transformative entrepreneurship.

The framework was developed in January 2023 and validated in March 2023 following
financial support from the Spotlight Initiative of the United Nations Development Programme
(UNDP).

 The framework is designed to be used to equip the trainers at the centres and the
Community Development Coordinators with skills to effectively train women and men at
the community level. It will be translated into the common vernacular languages in
Zimbabwe. The national training centres will also be the training ground for both women
and men entrepreneurs who have demonstrated vision and commitment to becoming
significant players in the economy. They have started and operated their enterprises
with some success but are looking for a skills and resources to propel their enterprises to
the mainstream. Training will be offered up to Certificate level but for those women and
men at the community level who would like to improve their knowledge and skills even
further, recommendations will be made for them to join either the existing Polytechnic

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 Colleges or the Vocational Training Centres. Qualifications of trainers must be at Diploma
level and for the Centre Head must be at Degree level.

The training framework is divided into four sections as follows:

 The context within which the framework is located. This is important in showing that the
framework is set within the current global, regional and national development thrust and
is designed to contribute to the national goals Part of this context is the fact that the
ministry is one of the most decentralised and as such has the potential to reach and
impact and reach people at all levels.
 A practical guide on how to effectively deliver the framework.
 A section that presents the fundamental technical subject matter which covers:
a. Gender and the Survivor based Approach
b. Understanding and managing change
c. Basic life skills
d. Entrepreneurship and business management
e. Beyond primary production: value chain development, including value addition and
processing
f. Technical, resource endowment-based courses, such as:
 Food processing (including quality and marketing)
 Textile technology
 Timber and forestry products

The courses selected will depend on the chosen priority resource endowments of a
particular area.

g. ICT and the knowledge economy

The framework itself has been developed through a consultative process with several
stakeholders, including government ministries, financial institutions, the staff at the training
centres and other training institutions. Curricula from some organisations has also
examined.

LEARNING OUTCOMES
The design of this training framework is based on the findings of the framework review and
development process of the framework funded by the United Nations Development
Programme. The training, therefore, addresses the knowledge and skills gaps identified. The
envisaged learning outcomes of training varies between the modules, in line with the
differing target groups addressed by each set of modules.

Global, Regional and National Priorities: The learning outcome is aimed at staff so that
they understand the main global, regional and international instruments and policies of
national, regional bodies and government as they relate to the transformation of the
Zimbabwean economy and how they can translate these policies to their own work of
training women in communities.

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Gender and the Survivor Centred Approach: The learning outcomes in this grouping
concern the staff in the MWACSMED both at the current training centres and at the
community level in the form of the Community Development Coordinators. It is designed to
build the knowledge level of staff about gender issues in general but also about the
survivor-centred approach in addressing gender-based violence against women to ensure
that staff deals with survivors in a manner that builds their confidence to achieve their
aspirations.

Conflict Management: The module recognises that conflict is inevitable whenever people
from different backgrounds, aspirations, beliefs and knowledge come together. This module
will enable learners to recognise and understand the different styles of conflict
management that will enable resolving conflict constructively. It focuses on conflict
resolution strategies that enhance the ability of participants to manage conflict, deal with
emotions and use the best practices of assertive behaviour.

Mindset Change: This is a module on transforming the mind-set of communities to look at

things from a more visionary and big-picture perspective. This is designed to move people
from the survival entrepreneurship to growth-oriented entrepreneurship. The module will be
administered to women at the community level.

Life Skills: The learning outcomes of this set of modules are aimed at both the ministry
staff, staff from key support agencies who often help with training, and the women at
community level. Life skills are defined as “a group of psychosocial competencies and
interpersonal skills that help people make informed decisions, solve problems, think critically
and creatively, communicate effectively, build healthy relationships, empathize with others,
and cope with and manage their lives in a healthy and productive manner. Life skills may be
directed toward personal actions or actions towards others, as well as towards actions to
change the surrounding environment to make it conducive to health.” according to World
Health Organization (WHO). It offers trainees the emotional, social and intellectual tools
needed to achieve success in life – on a personal level, an interpersonal level, and within
their community and work places.

Entrepreneurship and Business Management: The learning outcomes are aimed at

women at community level so that they embrace entrepreneurship and come up with
business ideas with a potential for scaling up to significant enterprises given the right
support. It also expects trainees to master and apply key concepts for running a successful
business. It covers a number of topics that can be delivered over several sessions.

Resource Endowment Based Value Addition and Manufacturing: The model requires
that trainees acquire the skill of producing goods and services beyond a subsistence. A value
chain approach is used to deliver the content to enable trainees to see how they can move
from primary production to value addition/processing and finally to export. The module is
delivered at the two centres namely National Training Centre for Rural Women and the
Roger Howman training centre and is aimed at those trainees that complete the basic life
skills and are currently involved in a going enterprise where they are looking to add value to
their primary product. It will also be offered to the training centres being set up at district
level.

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Textile Technology (Fashionomics}: Zimbabwe has a strong past in textiles for both the
domestic and international markets. Government has instituted efforts to revive this sector.
Seeing as it employs a majority of women and MSMEs, the sector holds much promise if the
major participants are properly skilled and assisted with equipment. The course seeks to
transform the textile and clothing sector by empowering the women and youth it employs,
enhancing the sector’s competitiveness on the domestic, regional and international markets,
and creating opportunities for women and youth with a focus on micro, small and medium
enterprises (MSMEs).

SECTION 1

HOW TO TRAIN
A trainer has the ability to shape and influence the direction a participant may take in the
future in terms of the chosen area of learning. The task of the trainer is to impart
knowledge that leads to positive change. The trainer can create an environment where
people get to share freely their previous learning / knowledge and acquire new information
from other participants. The ability to train, therefore, becomes critical. The write-up shares
some important elements for a trainer to know and apply.

Often the trainer is tempted to bring together a large number of participants to a training
programme for the sake of meeting targets or responding to pressure from various sources.
Such a temptation should be resisted. Studies show the ideal number of participants is a
ratio of one trainer/facilitator for every eight to fifteen participants. That way the trainer can
give proper attention to each participant. A trainer can facilitate sessions alone or with a
team of other specialists to cover particular aspects of the training. Each must have
excellent knowledge of their subject area. The trainer must have control of the participants
and ensure that all of them participate. This will allow the trainer to notice who of the
participants needs special assistance.

(Adult) Learning

Learning relates to acquiring new knowledge, skills and attitude. Learning often leads to
changes in what we do or how we do it. The more we then do something the more our
competence in that thing increases. There are several factors that influence our learning
process, amongst them retention and motivation. Retention is about how new information
remains imbedded in the participant which then results in changes in knowledge, skills and
attitudes. Retention occurs best through demonstration or practice and least through
lectures. So, in essence the way information is transmitted and processed is very important.
Since the lecture method is ultimately not very effective in transmitting information there is
need to think how best to integrate different methods of imparting information. Participants
should be encouraged to discuss topics, do it themselves and best of all to teach it to
others.

Learning Curve

Since learning is a continuous process that happens in steps, the more something is
repeated and clarified the more the learning is reinforced and retained. It is not an

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automatic process, however, and might require repeated sessions, discussions and
clarifications. Because of these key factors it is necessary to ensure that training sessions
engage the different senses such as hearing, seeing and experiencing to ensure effective
learning. Things like hand-outs and the use of case studies and applying knowledge
practically (role playing) helps to develop knowledge. All these must be designed in such a
way as to be exciting and motivating.

Preparation of the Training Venue / Training Room

 There should be enough tables and chairs to accommodate groups, resource persons
and materials (including a small table for storage of training resources);
 Flipchart stand (minimum 1, better 2, plus wall space to put up flipchart paper);
 Laptop, projector and screen for presentations;
 Internet connection to access multi-media materials. This will not be realistic in most of
our communities but it is an important resource to note and to have.

The way the training room is set up can determine how well participants learn. Avoid class-
room set-ups as they suggest that you are the most important person in the room and will
give lectures all the time. Grouping people to sit together, facing the front with a flipchart
stand to the side of the screen is preferable.

Training Resources

Training resources assist in conveying what you are trying to say and to capture what
participants are saying. You may, therefore, need the following:

 Flipchart paper (at least 2 reams per stand);

 Good permanent flipchart markers in different colour sets, mainly black, but also two
additional colours, such as blue, red and/or green;
 Coloured cards (light colours) and spare A4 paper,
 Walls to stick completed flip-charts on
 Stikki stuff
 Hand-outs
 USB-sticks with all materials on for distribution at the end of the session;
 Digital camera or good quality phone camera

For The Participants, You Need:

 Writing pads or paper for participants to take notes, which helps them follow what you
are saying and allows them to revise after the training session;
 Pens or pencils;
 Name tags and/or table name stands

Planning the Training

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 Planning is fundamental to contributing to a successful training session. It allows you to
see where everything is, what your whole content is like, what your delivery method will
be and the timing of your sessions.
 Ensure you have the required hand-outs whenever possible. Participants like to have
them. (A template is provided in the annex to be used for planning a single day/multi-
day training or for a single session only. It helps to plan your message, the objective and
the flow of the session as well as all relevant materials required.

Delivery of The Training and Training Sessions

The facilitator/trainer thinks through the areas of delivery that will have an impact on the
performance and effectiveness of the training.

Introducing and Moderating Sessions

 All sessions must begin and end at the agreed time (establish this as one of the ground
rules at the start of the session)
 The topics and their length must be introduced for each session;
 Re-cap of previous day sessions are important for continuity
 Adequate time should be given for questions

Training Methodologies

a. Group Work

Group work is an important part of learning and as much as each module allows, the trainer
needs to make time for group work. The structure, size and group format is decided by the
trainer to suit learning outcomes.

Forming Groups

Groups can be formed in many ways, here are the basics:

 When forming four groups (as an example) ask the participants to count from 1 to 4
(and repeat), each number being assigned to one of the groups. This way you achieve
mixed groups, particularly if people are seated next to colleagues they already know.
 Identify the number of groups you will need, divide the number of participants/ the
number of groups, and write that many small papers with a respective group number of
letter (1, 2, 3 or A, B, C…) and fold it (or do the same with different colour-paper, the
colour representing the group). Let people choose a paper from a basket or box.
 Divide the plenary into as many parts as you need groups (this works especially if people
are not sitting next to those they already know and work with all the time). At the
beginning of training, you can also ask participants to seat themselves next to a person
they don’t know or do not work closely with.
 Groups can be fine- tuned by asking people to move from one group to another to
prevent people from the same region or institution being in the same group.

Group Work Methodologies

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 Discussions: direct questions asked to participants in plenary or moderated discussions
with experts or even selected participants (panel, interview, questions & answers panel).
In plenary discussions, ensure the involvement of most participants, including the
quietest ones by directly addressing or encouraging them.
 Buzz groups: small, quick discussion groups of 2-4, assign the immediate neighbours
for quick grouping.
 Brainstorming: in groups or in plenary is helpful in gathering multiple, different and
creative ideas and opinions from the participants. Ask participants to state the idea or
opinion and document it in their group. In plenary the trainer (or a nominated
participant) may document the suggested ideas/opinions on a flipchart.
 Audio-visuals: these can be in the form of internet videos/YouTube. They work to
stimulate discussions
 Feedback from the groups can be done in whatever form possible with the resources
available. Can be on flipcharts or projectors or pictures.
 Stakeholder Maps, flow charts, mind maps: depicts stakeholders involved in a certain
process and their relationship to each other. These can be used as a method for
structured group work.
 Case Studies: as another method for structured group work. A case or case study
simulates a real-life situation that participants have to examine. It facilitates analysis and
application of (newly acquired) knowledge based on questions asked, e.g. to identify
certain aspects in a case or problem solving. A case can help to demonstrate how theory
can look in practice and to facilitate and structure a discussion. It can be used for group
work or discussion in plenary.
 Role Play/Simulation: (re)creation of a specific situation or scenario to facilitate
experiential learning. Particularly suitable for situations where people assume they know
everything about something so as to bring them into analysing good and bad practices
and the behaviour/interplay of themselves and others in a specific situation.

Group Work Presentations

 If all groups worked on the same topic/task, instead of listening to presentations by

each group (requires a lot of time and tires participants easily) ask one group to present
first and then other groups to add to their presentation with any further (new)
information. This also saves time.
 Other possibilities are so called walking galleries, where all group work results (e.g.
flipchart), are put on one wall or next to each other and either
 The trainer with the group goes quickly from one flipchart to the other, highlighting the
most important points, or
 The trainer asks each group to move from one flipchart to the other as a group, noting
down their observations, which are discussed afterwards jointly. The trainer in this case
should ensure rotation in front of the flipchart, e.g. every 1-2 minutes. While the training
methodology should be interactive and make the participants work and think on their
own, all group discussions, group work, plenary discussions, cases and role-plays should
be balanced by input from the trainer. The trainer must steer and correct what is said,
particularly, if the participants do not get it right.

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b. Peer To Peer Learning

This is a learning conducted with equals and by equals. It is a mutual learning and training
strategy that involves participants of the same level engaging in collaborative learning. In
this instance one or more learners teach other learners. It allows the learners/trainees to
work through concepts and share ideas among those that have worked on similar
enterprises.

Training and Facilitation Style

There are four key facets that are paramount in training: voice, eye contact, body language,
and appearance.

 Voice: control the volume and tone of your voice so that people want to listen to you.
Engage people with melody and changing tones and paces, underlining important
messages.
 Eye contact: establish eye contact with every participant to enhance your rapport and
increase motivation.
 Body language: Display a straight, engaged and active posture, it shows that you are
confident and you care about what you are doing. A good posture additionally opens
your chest and helps you to speak more clearly and effectively. Do not speak with your
back turned, looking at the floor or ceiling. Even while writing on a flip-chart it is
important to stand half-way turned back to the participants and to turn your head to
face the participants frequently to keep them engaged. Smile. It opens people up,
transmits happiness, friendliness, warmth, and liking.
 Appearance: Dress for the audience and culturally appropriate, not drawing too much
attention through your style and/or clothes. General tips for the trainer/facilitator
 Be confident: be clear, enthusiastic, breathe and talk with an understandable, clear and
loud voice.
 Be funny, humorous and use stories and examples that directly relate to the participants’
work.
 Establish what you are going to do and give clear directions during sessions. The
following applies to presentations but also to trainings: tell them what you are going to
tell them, tell them, tell them what you told them.
 Always open a working session or training with saying/establishing what it is about,
deliver the training and wrap it up by summarizing what has been done.
 Use/produce visually appealing hand-outs and flipcharts – they help to grasp and
memorise the information and add to the practical material the participants leave your
training course with. • Use a variety of media sources (including videos).
 Prepare your exercises – including all relevant materials, e.g. group flipcharts,
workspaces, hand-outs etc.

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 Manage the time – your time and that of the group, particularly during exercises and
group work. Let participants know 1-2 times how much more time they have left.
 Clearly explain group tasks - provide the instructions in writing (flipchart, or via the
projector). Be prepared for questions, observe the different groups and, if necessary,
provide further assistance to the groups.
 Observe individual participation and involvement during exercises - entice participants to
take part, e.g. through direct eye contact and/or specifically addressing them.
 Be aware of individuals that are not participating and find a sensitive way to re-integrate
them into the group and the ‘action’.
 Evaluate the needs of the group (ask them how they are doing when closing the day,
whether they found the day interesting and learned something, encouraging their
feedback, etc.), to see what you can change for the next day.
 Reflect on your experience and performance as a trainer: write down notes for future
trainings and your own references and learning. Evaluation of the training and
participant progress

Evaluating the Training

 Evaluation provides feedback on the success of the training to the trainer
 Evaluation also provides an opportunity to check and confirm the knowledge gained by
participants, and allows participants to reflect on their progress and build confidence
with the subject matter.

Finally, a summary overview of participants’ performance during the training provides

information to senior management on future training needs and capacity development. The
evaluation approach chosen for the training puts the participants’ self-reflection in the centre
and creates an opportunity for them to compare their learning and knowledge pre- and
post-training.

SECTION 2

TRAINING OUTLINE

GLOBAL, REGIONAL AND NATIONAL PRIORITIES

Sustainable Development Goals
The planet faces significant economic, social and environmental challenges. To combat
these challenges a set of Sustainable Development Goals were adopted. These are a 17
interlinked objectives or actions designed to steer the countries of the globe towards a
sustainable future. Zimbabwe has adopted these goals. All development strategies
therefore need to take into account the SDGs and all development practitioners need to be
equipped with a working knowledge of the Goals.

Duration: 2 days

Agenda 2063
Agenda 2063 is a framework for the development of African countries under the African
Union. It seeks to prioritise inclusive social and economic development, continental and
regional integration, democratic governance and peace and security amongst other issues

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aimed at repositioning Africa to becoming a dominant player in the global arena. These
tenets are important for development practitioners to be conversant with as they locate all
development activities in countries to contribute to the success of the African vision. The
training will cover all the twenty goals under the Agenda 2063.

Duration: 2 days

The African Continental Free Trade Areas (AfCFTA)

The AfCFTA is one of the flagship projects of Agenda 2063 as developed by the African
Union. The primary aim of the AfCFTA is to eliminate trade barriers and boost intra-Africa
trade. In particular, it is to advance trade in value-added production across all service
sectors of the African Economy. The AfCFTA will contribute to establishing regional value
chains in Africa, enabling investment and job creation. The practical implementation of the
AfCFTA has the potential to foster industrialisation, job creation, and investment, thus
enhancing the competitiveness of Africa in the medium to long term. Training at the centres
will expose trainees to the AfCFTA to ensure that courses undertaken there enable trainees
to initiate and grow enterprises that will contribute to the ideals of the AfCFTA.

Duration: 1 day

The Constitution of Zimbabwe

The Constitution is the supreme law of the land. All laws must comply with the Constitution
such that laws that are inconsistent with it are invalid and unlawful. The Constitution sets
out the arrangement of government and national symbols. It also sets out the national
objectives which objectives guide the State and all institutions and agencies of government
to the provision of good governance, fostering fundamental rights and freedoms, national
unity peace, development, foreign policy, gender balance, children, persons with disabilities,
health services, food security, marriage, education, social welfare, sporting and recreational
facilities, culture and preservation of traditional knowledge. Trainees will cover all the
provisions under the Constitution as follows:

 Founding principles

 National objectives

 Citizenship

 Declaration of rights

 The executive

 The legislature

 Elections

 The judiciary and the courts

 Principles of public administration and leadership

 Civil service

 Security services

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 Independent commissions

 Institutions to combat corruption and crime

 Provincial and local government

 Traditional leaders

 Agricultural land

 Finance

 General and supplementary provisions

Duration: 1 day

Vision 2030
Vision 2030 is a strategic framework aimed at promoting innovation, entrepreneurship,
equitable development and prosperity for all, under a market economy that leverages on
innovation and the knowledge economy. The Vision is geared towards a prosperous and
empowered upper middle-income society by 2030, with job opportunities and a high quality
of life for the citizens of Zimbabwe. The trainees will cover the following topics:

 Strategic thrust

 Democratisation and governance

 The economy

 Ease of doing business

 Sectoral opportunities

 Crosscutting themes

Duration: 1 day

National Development Strategy 1

The National Development Strategy 1 (NDS1) 2021-2025 is geared towards enabling the
country to achieve Vision 2030. It has a number of objectives such as strengthening the
country’s macroeconomic stability through low and stable inflation, as well as exchange rate
stability, achieving sustainable growth, promoting new enterprise development, employment
creation, strengthening social infrastructure, ensuring environmental protection and
promoting good governance and corporate social investment. Trainees will cover the
following topics:

 Tenets of economic growth

 The need for structural transformation

 Human capital development

Housing delivery
 Health and wellbeing

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 Devolution and decentralisation

 Re-engagement and image building

Duration: 2 days

Education 5.0
This is a framework meant to deliver goods and services to society. It is driven by a
heritage-based philosophy, focussing on Innovation and Industrialization that goes beyond
the traditional three missions of teaching, research and community service (also known as
Education 3.0). Trainees will be led to understand the critical elements of Education 5.0 as
follows:

 Heritage based philosophy

 Reconfiguring education from 3.0 to 5.0

 Strategic science and technology focus

 Industry

 Implementation philosophy

Duration: 2 days

GENDER, GENDER BASED VIOLENCE AND THE SURVIVOR – CENTRED APPROACH

Course Description

According to UNICEF a survivor-centred approach aims to put the rights of each survivor of
gender-based violence at the forefront of all actions and ensure that each survivor is treated
with dignity and respect. By putting the survivor at the centre of the process, such an
approach promotes their recovery, reduces the risk of further harm and reinforces their
agency and self-determination. In undertaking training with survivors there is need for
sensitivity to protect confidentiality, safety, respect and to practice non-discrimination.

Course Content
Responding to sexual violence

 Seeking for help

 Barriers to care and support
 Sources of care and support

A survivor-centred approach

 Key elements
 Survivor centred principles
 Coordinated multi-sectoral care and support
 Case coordination

Being child survivor centred

 Perspectives on children

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 Children and sexual violence
 Being child survivor centred
 Foundations for responding to child survivors

Communicating with survivors

 Introduction to communication
 Listening skills
 Interviewing skills

Duration: 5 days

CONFLICT MANAGEMENT
Course Description
Conflict is an issue between two or more parties who have (or think they have) incompatible
goals or ideas. Conflicts may involve deep-rooted moral or value differences, high-stakes
distributional questions, or can be about who dominates whom. Conflict management is
about how to regulate a conflict and reduce its negative effects.

Learning Outcomes: Participants will understand that people have different individual and
collective backgrounds and experiences, such as cultural, spiritual, political and economic
aspects which can lead to conflict. By the end of the course participants will be able to
manage all conflicts effectively.

Course Content

 What is conflict
 Basic styles in conflict situations
 Behaviours in handling conflict
 Burning and frozen conflicts
 Stages in the escalation of conflicts
 Conflict intervention strategies
 Dealing with emotions and anger
 The conflict triangle
 Basic principles of mediation
 Understanding red flags
 Keeping a personal log

Duration: 3 days

MIND-SET CHANGE
Mindset is a set of beliefs, values, attitudes that one ascribes to one’s self and the world
around them. The beliefs shape the life. Many are trapped in a particular mind-set that limits
their appreciation of the opportunities around them. It limits the ability to see and take
advantage of new ways of doing things. This course will help participants change their
mindset. It will cover the following:

 Challenging your beliefs

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 Embracing change

 Goal setting

 Creativity

 Internal entrepreneurship

 Positive attitude

Duration: 2 days

According to the World Health Organisation, basic life skills are, ‘the abilities for adaptive
and positive behaviour that enables individuals to deal e ffectively with the demands and
challenges of everyday life.’

Duration: 5 days

BASIC LIFE SKILLS

Learning Outcomes

 Trainers will become aware of the life skills that trainees have and those they need to
develop.
 Trainees will know about life skills and their use day to day

Objectives

 To develop self confidence in trainees

 To acquire knowledge to deal successfully with life
 To make positive contribution to society

Course content

Communication Skills

 Verbal and non-verbal

 Active listening
 The ability to express feelings
 How to give feedback
 Presentation skills
 Public speaking skills
 Assertiveness skills to manage conflict
 Digital literacy

Problem Solving

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 Understanding the process of problem solving
 I can solve my problems
 Barriers to problem solving
 Solving difficult problems

Decision Making

 Making informed choices

 Practising making decisions
 I can decide
 Decision making wheel
 Ripple effects of decision making
 Creative thinking
 New ways to do things
 Approaching problems differently

Critical Thinking

 Being analytical
 Fact or fiction
 Applying common sense

Self- Awareness

 Recognition of ourselves
 Of our characters
 Of our strengths and weaknesses
 Desires and dislikes

Stress Management

 Defining stress
 Stress triggers
 Physical symptoms of stress
 Mindfulness

Emotions

 Am I emotional
 Coping with negative emotions
 Managing anger

Professional Skills

 Resume skills
 Interview skills
 Group discussion skills
 Exploring career options

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Leadership and Management

 Leadership models
 Time management
 Self- management
 Handling conflict
 Basic entrepreneurship
 Develop business plans
 Ethics and moral values

Positive Thinking

 Optimism and pessimism

 Thoughts are not facts
 Self- talk
 Fact versus opinion
 Thought distortions
 Reframing negative thoughts

ENTREPRENEURSHIP AND BUSINESS MANAGEMENT

This course is the cornerstone of all the courses offered at the centres as it speaks most to
the drive towards rural industrialisation and the production of goods and services to move
the economy towards the fulfilment of Vision 2030. The training will be offered in
conjunction with practical courses that are described below.

Recommended duration: three months (including practical elements where necessary)

Learning Outcomes

By the end of the course, participants should be able to:

 Comprehend the principles of entrepreneurship development, business communication,
marketing, record-keeping, economics, management, business law and information
technology and their applications in real life business situations
 Come up with a practical business and marketing plan for a viable business;

Course Content

Entrepreneurship

 Definitions of an entrepreneur and entrepreneurship

 Personal characteristics of an entrepreneur
 Developing personal characteristics
 Test yourself as an entrepreneur
 Strengthen yourself as an entrepreneur
 Roles of small businesses in the national economy

Feasibility Study

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 Definitions of feasible and feasibility study
 Content of a feasibility study
 Where to find information for the feasibility study
 How a feasibility study can help in starting or expanding a business
 Assessing feasibility
 Sources of finance

Generating Business Ideas

 What is a business idea?

 Test your business idea
 Business idea generation
 Idea screening
 Testing
 Concepts analysis
 Market testing
 Commercialisation

Business Communication

 Definitions
 Models of communication
 Encoding and decoding of messages
 Communication feedback
 Barriers of communication
 Overcoming barriers
 Effective communication in an organisation

Marketing

 Marketing philosophies/concepts
 Definitions of marketing
 Marketing mixes-7 Ps
 Choosing the goods to be made and sold
 Promotion and advertising
 Distribution
 Managing salespersons
 Sales records
 Payment and credit
 Branding
 Marketing of services
 Customer care
 Relationship marketing
 Selling skills
 Pricing determinants
 Marketing strategies and models

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 Marketing environment
 Do market research
 Do a marketing plan

Forms of Business

 The different forms of business

 How to select the right form of business

Book-Keeping and Financial Planning

 Definitions of record-keeping and financial planning

 How to select a record-keeping system
 Financial planning
 Sales and costs plan
 Cash flow plan
 Profit and loss account
 Balance sheet
 Cash budget
 Financial ratios to assess business viability

Costing and Pricing

 Definitions of costing and pricing

 Definitions of costs and price
 The cost of one product
 Costing many products
 Pricing for a manufacturer
 Pricing for a trader
 Pricing for a service operator

Stock Control

 Definitions
 Selling
 Buying and selling
 Stock control
 Handling cash

Planning

 Planning sales and costs

 New investments

Principles of Economics

 Definitions of economics
 Production possibility curve (PPC)

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 Demand and supply of goods and services for maximum utility
 Theory of the firm
 Basic managerial economic models
 Micro and macroeconomics
 Contribution of small businesses to GDP
 Profit maximisation concepts for business survival

Principles of Management

 Definitions of terms
 Background of management
 Functions of management in an organisation i.e planning, organising, leading
and controlling
 Levels of management
 Theories of management
 SWOT analysis
 Management environment
 Developing a vision, mission and core values of an organisation
 Developing a strategic plan

Personnel Management

 Definitions of terms
 Staffing
 Recruitment and selection
 Motivation
 Theories of motivation
 Staff retention schemes

Business Law

 Definitions of terms
 Essentials of a valid contract
 Offer and acceptance
 Making a valid contract
 Termination of a contract
 Remedies of contract violation
 Contract of sale
 Contract of employment

Business Planning

 What is planning?
 Definitions of a business plan
 Main functions of a business plan
 Benefits of a business plan
 Uses of a business plan

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Business Proposal Write-Up

 Introduction
 Brief background of business
 Business/project justification
 Organisational structure
 Market analysis
 SWOT/Situation analysis
 Business/project feasibility
 Profit and loss account
 Balance sheet
 Income and expenditure statement, and cash flow projections

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INTERNAL SAVINGS AND LENDING (ISAL)
Course Description
ISAL is an initiative with the goal to improve living standards of the rural poor. In line with a
growing trend, the poorest of the economically active are targeted, focusing on the support
and improvement of their income generating activities and micro-business activities.
The Internal Savings and lending programme is for micro entrepreneurs who have:
 Problems of access to capital
 Interest in using their initiatives and resources
 Interest in joining groups in order to build their own capital
 Low literacy levels

Course content
 Group selection and group awareness, part 1
 Committee selection
 Fund development and savings
 Internal/external lending and interest
 Loan applications and appraisal
 Creating a constitution and group awareness, part 2
 Record-keeping and final evaluation
 Unpacking and final evaluation
Duration 40 hrs (5 days)

PROJECT PLANNING AND MANAGEMENT

Course Description
Projects are all around us. Virtually every organisation runs projects, either formally or
informally. In this course, you will learn planning principles and execution methods so your
projects can be run more effectively and efficiently at work and in daily life. You will discover
the language and frameworks for scoping projects, sequencing activities, utilizing resources,
and minimizing risks.

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 Describe how to initiate a project by defining the project goal, identifying the priorities,
and establishing the organization.
 Explain how to develop a project plan by identifying the scope, task dependencies,
schedule, critical path, and risks.
 Identify factors that lead to project success.
 Describe the four stages of the project-life-cycle and the role each stage has in the
evolution of a project.
 Explain how to execute a project by monitoring the progress, communicating with
stakeholders, and deciding how to correct and control.
 Develop an awareness of some behavioural biases in project settings and identify how
this impact the planning and execution of a project.
 Develop the language and mind-set for planning and managing projects by properly
setting and prioritizing project goals and objectives.
 Identify the most appropriate project management methodology given the project
objectives, the degrees of uncertainty, and the constraints.
Duration 40 hrs (5 days)

SOURCES OF FUNDING
Course Description
Most business ideas fail to become reality and many small businesses fail to grow because
of lack of funding. While there are a number of sources for business funding available many
entrepreneurs do not know about them nor do they know how to access these funds.
This course will enable entrepreneurs to:
 Develop an awareness about different types of funding for different stages of a business
 Know the various sources of funding
 Know the conditions under which the funds are made available

Course Content
 Self-funding
 Family and friends
 Grants from government or development partners
 Angel investors
 Equity
 Financial institutions
 Crowd funding
 Venture capital
Duration 40 hrs (5 days)

RESOURCE ENDOWMENT BASED VALUE ADDITION

All the districts in Zimbabwe have some natural resource endowments that can be exploited
for commercial purposes. This course is designed to enable participants to identify the
natural resources with an economic potential in their area and know how to identify and

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develop the value chains in each resource area. The courses identified below are not the full
complement of possible resource endowment courses but form some of the courses that are
in demand at the training centres. More courses will be added as districts identify additional
commercially viable resources.

Learning Outcomes

 Recognize the natural resource endowments in their areas;

 Understand the concept of a product value chain;
 Understand the value addition process and the importance of moving beyond primary
production;

Duration: 3 days

Course Content
 Definitions
 The need for value addition
 Opportunities for resource endowment-based value addition
 Steps to sustainable value addition
 Standards and quality
 Reaching export markets

BEEKEEPING AND HONEY PROCESSING

Beekeeping (or apiculture, from Latin apis, bee) is the maintenance of honey bee colonies,
commonly in hives, by humans. A beekeeper (or apiarist) keeps bees in order to collect
honey and beeswax, for the purpose of pollinating crops, or to produce bees for sale to
other beekeepers. The course aims to share experiences and applied research, taking into
consideration the adaptability of methods and technologies, to meet local conditions in each
participant's region. After completion of this course, it is envisaged that the participant will
be able to understand, and as a result implement the knowledge gained to the benefit of the
beekeeping industry in their respective communities.
Course content
Introduction to honeybees
 Factors to consider when starting apiculture
 Site selection for beehives
 Beehive placement
 Safety from wildfires
 Avoid excess moisture
 Protection from winds
 Easy access
 Vegetation necessary for apiculture
 Flowers favoured by honey bees

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Lifecycle of the honeybee
Biology of bees
Pest and disease management
 Diseases and pests that attack bees
Hive placement and hive management
 Traditional hives
 Kenyan top bar hive (k.t.b)
 Langstroth frame
 Management kit for beekeeping

Bee products and by products

Apiary selection, construction and management
 Swarm Identification and Collection Methods
 How do you identify a swarm?
 How do you catch Honey Bees?

Harvesting, grading and marketing of honey

Value addition (secondary products).

Record keeping.

Duration: 5 days

FOOD PROCESSING
The fundamental necessity of food is to sustain life. The principal reason for the processing
of food is community in accordance with the raw materials available in the area.
Course content

 Importance of Food Processing

 Hygiene and safety
 Cake Making
 Bread Making
 Basic Cookery
 Advanced Cookery
 Jam making
 Vegetable drying
 Tomato products (sauce, paste, puree and juice)
 Nutritious porridge
 Pickles
 Juice making
 Fruit making
 Packaging and labelling

Duration: 5 days

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1. Cake Making
This course is best suited for those who want to start their cake making businesses. It
involves the basic methods of cake making up to the advanced level that includes cake
decorations.
Course content
 Hygiene and safety
 Equipment used in cake making
 Functions of ingredients
 Importance of recipe balance
 Methods of cake making
 Faults and reasons in cake making
 Packaging and storage

Duration: 5 days

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2. Bread Making and Yeast Dough Products
In this course you will be trained on how to produce the following products; sweet buns,
bread, doughnuts, Chelsea buns, hot cross buns, jumbo buns, Danishes, croissants and
rolls. On completion trainees will be able to venture into the confectionery business.
Course content
 Hygiene and safety
 Equipment used in bread making
 Functions of ingredients
 Identify faults and reasons
 Practical on bread making
 Packaging and storage

Duration: 5 days

3. Basic cookery
Course content
 Hygiene and safety
 Definition of culinary terms
 Cooking methods and menu examples
 Common ingredients used in cookery
 Equipment used in cookery
 Practical on different methods of cooking
 Spices and herbs
 Important factors concerning different types of meat
 Garnishes
 Work organisation
 Conservation of nutrients during the process of cooking
 Plate presentation
Duration: 5 days

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4. Advanced Cookery
Course contents
 Hygiene and safety
 Cold dishes preparation- salads, sandwiches etc
 Soups –starters
 Desserts
 Sauces and accompaniments
 Work organisation

Duration: 5 days

5. Packaging and Labelling

Course content
 Definition of terms
 Importance of packaging and labelling
 Hygiene and safety
 Material used in packaging
 Information which must be put on the label
 Practical on packaging and labelling

Duration: 2 days

6. Vegetable Drying
 Equipment
 Methods
 Processes and
 Techniques
 Packaging and labelling

Duration: 3 days

7. Tomato Products
 Equipment
 Examples of products
 Quality Control

Duration: 2 days

8. Nutritious Porridge
 Ingredients and ratios

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 Functions of ingredients
 Processes
 Packaging and Labelling

9. Wine Making
 Ingredients
 Equipment
 Processes and technics
 Packaging and Labelling

10. Pies
 Ingredients
 Preparation of ingredients
 Pastries
 Processes
 Packaging and Labelling

11. Yoghurt
 Ingredients and functions
 Processing
 Faults and reasons
 Packaging and Labelling

12. Soya Processing

 Examples
 Processing
 Packaging and Labelling

13. Chocolate Products

 Examples
 Processing
 Packaging and Labelling

INDUSTRIAL AND DOMESTIC PRODUCTS

Detergent manufacturing
The course focuses on formulae, processes of different types of soaps, detergents and
disinfectants. These products have good demand in domestic as well as in International
markets. So there is a very good scope for new entrepreneurs to venture into this field. This
course is an invaluable resource for entrepreneurs, technocrats and for those who want to
diversify in to this field.
Course content
Introduction for detergent making

Background

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 Hygiene and safety
 Protective Clothing
 Preventions

Products
1. Gel Sanitiser
2. Liquid Sanitiser
3. Hand washing Soap
4. Liquid Laundry Washing Soap
5. High Foam Washing Powder
6. Petroleum Jelly
7. Floor Polish
8. Dish Washing Soap
9. Toilet Cleaner
10. Laundry Bar Soap
11. Thick Bleach
12. Foam Bath
13. Hair Shampoo
14. High Foam Washing Soap
15. Fabric Softener
Ingredients and their uses
 Sles (sodium lauryl ether sulphate
 Sulphonic acid
 Sodium chloride/ red seal salt
 Caustic soda/sodium hydroxide
 Urea
 Cde/coconut diethanol amide
 STTP
 Sodium Metasilicate
 Sodium sulphate
 Water surface activator
 Colour / dye
 Perfume
 Formalin
 Np9 – nonyl phenol 9

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Duration: 1 day per product

Soap, Petroleum Jelly and Disinfectant Making

Course Description
In this course, you will learn how to make handmade bar soaps, petroleum jelly and
disinfectants from scratch using locally available and low-cost ingredients. At the end of this
course, you can formulate bar soaps, dishwashing liquid and toilet cleaners from scratch and
you will be able to create your own unique handcrafted products for home use and income
generation.
Course Content
 Necessary materials, suppliers and equipment
 Safety considerations when handling chemicals
 Packaging and storage of finished products
 Discuss soap, petroleum jelly, dishwashing liquid and toilet cleaner making problems
 Learn about making specialty soaps
 Briefly discuss the business aspects of selling your products
Duration: 80 hrs (10 days) on each chosen article.

Candle wicking and Drawn Thread work

Course Description
Candle wicking, or Candlewick is a form of white work embroidery that traditionally uses
an unbleached cotton thread on a piece of unbleached muslin. It gets its name from the
nature of the soft spun cotton thread, which was braided then used to form the wick for
candles.
Course Content
 Threads and fabrics used in candle wicking and drawn thread work
 Equipment used
 Traditional embroidery stiches used on each skill
 Practicals
Duration: 80 hrs (10 days) on each chosen technique.

Financial resources for detergent making

 Internal Savings and Lending
 Women Development Fund
 Zimbabwe Community Development Fund
 Zimbabwe Women Microfinance Bank
 Small to Medium Enterprises Development Cooperatives

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AGRICULTURE VALUE CHAIN

Management of Agricultural Enterprises

Course Description
Most farmers, both rural and newly resettled, consider farming as a tradition or a way of life.
This casual approach to farming could be one of the reasons why there is wide spread food
insecurity in the rural areas as well as the resettled farming communities. Often times,
farming in these communities is dependent on government and donor interventions
particularly on input supply. Demonstration units will be set up for the enterprises indicated
below. T
This course is designed to help participants transform their farming operations into profit-
making ventures which are self-sustaining and therefore not necessarily depend on external
support for finance.
Course content
 The importance of vision and objective setting
 Business idea generation and enterprise selection
 Planning and the planning process
 Importance of record keeping
 The role of appropriate technology in enhancing agricultural enterprises
 Stakeholder analysis
 Importance of risk management
Duration: 40 hrs (5 days)

Integrated Fish Farming

Integrated fish farming systems refer to the production, integrated management and
comprehensive use of aquaculture, agriculture and livestock, with an emphasis on
aquaculture. Integrated fish farming is the methods by which fish is cultured along with
paddy, piggery, poultry or any livestock, or flower culture. Benefits of IFF include efficiency
in resource utilization, efficient utilization of wastes from other culture practices, reduction in
risks by diversifying crops, recycling of wastes/ by products of one farming system as input
for another system, efficient utilization of available farming space for maximum production,
additional source of food and income, a reduction in additional cost for supplementary
feeding & fertilization. In fact, IFF is an artificial balanced ecosystem without any waste. It
generates more avenues for employment, it reduces the input and increases output and
economic efficiency. IFF provides fish, meat, milk, vegetables, fruits, fodder, eggs, grains, &
mushroom etc. Altogether, IFF has enough potential for rural livelihood & socio-economic
status.
Course Content
 Definition
 Fish Farming and irrigation
 Models of fish farming
o Irrigation ditch or pond systems

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o Composite fish culture
o Integrated recycling systems
o Classic fry farming

 Pond fertilisation
 Managing the pond
o Water quality for fish production
o Stocking of the fish
o Feeding the fish
o Energy requirements
o Various types of artificial feeds and their use
 Selection of fish species
 Species biology (Common name: nile tilapia )

 Stocking densities
 Aeration and circulation systems
 Fish health and bio security
o Common Parasitic Diseases in Tilapia
o Maintenance of the pond
 The economics of fish
o Fish gross margin budget
 Marketing
 Record keeping
 Harvesting
o Methods of harvesting
o Types of nets
o Types of traps
 Fish Preservation

 Practical demonstrations
Duration: 3 days

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Rabbit Farming Business
The benefits from rabbit keeping are twofold, that is immediate and long term. Immediate
benefits are those that create local demand for rabbits thus bringing additional income. Long
term benefits are created when rabbits give an insurance against possible future shocks,
through livestock diversification and also they avail funds for purchase of other livestock
species such as goats, sheep and cattle if the project is done with passion. However, most
rural smallholder farmers are raising rabbits as an alternative source of income and meat
protein requirement apart from the vegetable protein they heavily depend on. Zimbabwe is
among the 5 countries producing less than 1000 tonnes of rabbit carcasses per year.
The main aim of this course is to give reasons for small-scale farmers, low-income families
or children to do so, and to discuss management, housing, breeding, nutrition, veterinary
issues, and other potential problems for this type of farming.
Course content
 Advantages of Rabbit Farming
 Health benefits of rabbit meat
 How to start a rabbit farming business
 Rabbit breeds
 Rabbit housing
 Breeding
 Feeding
 Health
 Marketing
Duration: 2 days

Poultry farming
Course content
Introduction

Selection of poultry industry

 Chicken Breed
 Meat Production
 Poultry feed production
 Egg Production

Stages of developing poultry farming

 Selection of bird
 Start -up- Capital Investment
 Citing of Poultry Farm
 Poultry Farming Equipment and Feeding
 Benefits of Poultry Farming

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Setting Up Demonstration Units
The two training centres can take advantage of the available space to set up demonstration
units for a few enterprises. The basic principle of Demonstration is learning by seeing and
doing. A good, practical demonstration is most effective method in extension work. The
demonstration units will be a good way to show how a new idea works, and what effects on
increasing their production. With increased production the participants can be shown how
to move up the value chain so as to derive better value from their enterprise.

The demonstration units can be made effective through the following:

 Ensure the participation of local farmers in the whole process of a demonstration, the
greater will be their self-confidence and readiness to learn. Technical staff at the centres
must guide and not be the ones leading out. That way learning is effected better.
 Demonstrations must be simple. Focusing on a single practice or new idea will be more
effective than using complicated demonstrations. It is better to proceed step by step
with a number of demonstrations than try do everything at once.
 The demonstration should be run in a conducive learning environment with the right
space, time, equipment and the teaching method to use.
 Careful planning and preparation must be carried out.

Demonstration Process
There are six steps in the process.

 Proper planning and preparation are required for good demonstration.

 Introducing the lesson.
 Presentation of subject matter.
 Demonstration
 Teaching Aids.
 Evaluation
Steps to setting up a demonstration unit
 Understand the need
 Consult with the farmers
 Allocate the land
 Assess the feasibility of setting up the unit
 Determine the cost
 Ensure there is all the equipment needed for effective learning
 Establish partnerships with the private sector for value chain development

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DRESS MAKING
Course Description
This short course is designed to give students the skills to create patterns in a range of
different styles to fit various sizes. Students will learn how to create standard patterns and
manipulate them to specific size and measurements. The short course is meant to help
students produce professionally fitted garments and teach them the ‘tricks of the trade’ to
create beautifully finished garments.
Course content
 How to measure your body (correct sizing to work with patterns).
 Tools of the trade (including set-up of sewing machine).
 Selecting suitable fabric for your project.
 Understanding pattern symbols when cutting out fabric.
 Lining your garment.
 Inserting zips (over lock and invisible zips).
 Practical cutting and sewing of garments and comforters chosen
Articles/ Products
 6 year old child’s DRESS
 Primary school girls uniform
 Primary school boys uniform
 Secondary school girls uniform
 Secondary school boys uniform
 Trousers
 Blazer
 Double bed sized comforter
Duration 80 hrs (10 days) on each chosen article.

TIE AND DYE & BATIK

Course Description
This is a course designed to equip trainees with a technique of colouring fabrics and it
involves folding, twisting, and crumbling fabric and then tying it with string or rubber bands
tightly. Then, you dip an item in a fabric dye for some time for the dye to take hold in the
fabric. The areas that are twisted or banded tightly will have no dye or faint traces. Once
you remove the ties, you will find unique patterns on the fabric based on the way it was
manipulated and bound. No matter what technique and colours you use, every tie-dyed item
will turn out different.
Course Content
 Purpose and background of dying materials
 Choice of colours that can be mixed to produce different colours
 Definition of terms
 Equipment used
 Raw materials required
 Recipe and process of dyeing

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 Removal of wax on material
Duration 40 hrs (5 days)

JEWELLERY, EMBROIDERY AND BEAD MAKING

Course Content
Introduction

Background

Description of the training

Training methodology

Common hand tools for jewellery, embroidery and bead making

 Welding Tools
 Files and steel burnishes
 Scroll Saws
 Pliers, scissors and wire drawing plate
 Collects, steel needle, oilstone and sandpaper
 Drilling tools
 Measuring and calibration tools
 Hammer, chisel, anvil and honey comb
 Tools for inlaying
 Polishing tools

Hand making of silver jewellery

 The production of silver grains

 The production and use of silver wire
 The production of silver sheets and its processing technology
 The production of wire tubes

Basic techniques and silver jewellery making

 Practical Work
 Making of Earrings and Pendants
 Making of Common Rings
 Hand Making of Bracelets and Necklaces

Basic beadwork

 Types of beads
 Tools for bead and embroidery Making
 Patterns
 Products from beadwork and embroidery

Conclusion

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CLOTHING TECHNOLOGY/ FASHIONOMICS
Course Description
Zimbabwe has a strong past in textiles for both the domestic and international markets.
Government has instituted efforts to revive this sector. Seeing as it employs a majority of
women and MSMEs, the sector holds much promise if the major participants are properly
skilled and assisted with equipment. The course seeks to transform the textile and clothing
sector by empowering the women and youth it employs, enhancing the sector’s
competitiveness on the domestic, regional and international markets, and creating
opportunities for women and youth with a focus on micro, small and medium enterprises
(MSMEs).

By the end of the course, participants should:

 Have a strong appreciation of the textile value chain
 Be able to draw up business plans for broader textile and clothing businesses
 Broaden their scope to beyond the village
 Be technically competent in all elements of design, cutting and sewing

Duration: 3 months

Course Content
Textile Value Chain
Understanding fashion trends
International and local markets for textile
Fashionomics
Equipment
 Equipment for making patterns
 Equipment for sewing
 The iron and the ironing board
 The sewing machine
 Patterns
 Measurements
 Standard body measurements
 Pattern markings
 Alterations

Fabric
 Fabric properties
 Fabric names
 Non-woven fabric
 Blended fabric

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Pattern and Fabric
 Fabric needed
 Graining
 Folding
 Laying
 Seam allowances
 Pinning
Cutting
 Transferring pattern markings
 Interfacing

Hand Sewing
 Needles
 Temporary stitches
 Stitches for joining
 Stitches to neaten raw edges
 Stitches to hold edge finishes in place

Seams
 Pinning and tacking
 Open seam
 Double-stitched seam
 French seam
 Stretching seam
 Overlaid seam
 Piped seam

Arrangement of Fullness
 Darts
 Tucks
 Pleats
 Special sewing techniques for pleats
 Gathers
 Elastic
 Easing

Sleeves
 Set-in sleeves
 Flat sleeve
 Kimono and Magyar sleeves
 Strengthening curved seams
 Shoulder pads

Openings
 Faced opening

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 Opening with false hem
 Opening with overlapping hems
 Faced slit openings
 Front band opening
 Bound sleeve opening
 Placket opening

Zips
 Zip in a slit
 Semi-concealed zip
 Concealed zip
 Zip fly opening
 Open ended zip with facing

Other Fastenings
 Marking of button holes
 Machine worked button holes
 Hand sewn button holes
 Bound button holes
 Buttons
 Loops
 Press studs
 Hooks and eyes or bars
 Rouleau loops

Finishing of Edges
 Hems
 Methods of securing a hem
 Narrow hems
 Edge-stitched hem
 Hemming garment with faced opening
 Hemming circular and flared skirts
 Shaped facings
 Armhole and neckline facing cut in one
 Crossway strips
 Edges finished with lace

Collars
 Convertible collar
 Flat collar –Peter Pan
 Attaching a collar with no back, fine and light weight fabric
 Attaching a collar with facing, fine and light weight fabric
 Attaching a collar with no back facing, medium and heavy weight fabric
 Attaching a collar with facing, medium and heavy weight fabric
 Standing straight collar

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 Shirt collar with band
 Frilled collar
 Neck tie
 Shawl collar

Cuffs
 Circular cuffs with no opening
 Straight cuff with underlap
 Turn back cuff cut in one with sleeve
 Turn back cuff attached to sleeve

Pockets
 Patch pockets
 Patch pockets with lining
 Patch pockets with flap
 Patch pockets with pleats
 Hip pockets
 Hip pocket attached to fly opening
 Pocket in side-seam
 Bound pocket, fine and light weight
 Bound pocket, medium and heavy weight fabric
 Welt pocket
 Pocket with flap

Waistbands, Finishes and Linings

 Waistband
 Waistband joined in CB
 Elastic sewn into waistband
 Belt carriers
 Hanging loops
 Tie belt
 Belt
 Skirt lining

Making of Garments
 Making of various garments such as dresses, skirts, blouses, shirts, trousers, overalls,
work suits, suits, uniforms, curtains and petticoats

Basic Machine Maintenance

 Maintaining sewing and over-locking machines like oiling and basic parts fittings

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INFORMATION TECHNOLOGY AND THE KNOWLEDGE ECONOMY
Course description

According to the Organisation for Economic Cooperation and Development (OECD), the
concepts of “knowledge economy” and “knowledge worker” are based on the view that
information and knowledge are at the centre of economic growth and development. The
ability to produce and use information effectively is thus a vital source of skills for many
individuals. Technological change and innovation drive the development of the knowledge-
based economy through their effects on production methods, consumption patterns and the
structure of economies. To be able to operate in this new environment, trainees at the
centres will be trained in ICTs as a foundational course underpinning the more tangible,
production - oriented courses described elsewhere in this framework.

Learning outcomes

By the end of the training, trainees will have a full appreciation of the role of ICTs in
production and be able to use the technologies most related to their areas of interest.

Course content

 Definitions of terms
 Background of information technology (IT)
 Digital literacy
 Merits and demerits of IT
 Six ‘I’s of IT
 Use of IT in business
 Use and value of data
 How to use financial software to track income and expenses
 E-commerce benefits
 Building effective websites
 Use of social media to grow a business
 Overcoming hackers/cyber security
 Developing mobile applications
 Graphic designing
 Game developing
 Enjoyment of economies of scale due to IT

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