CHAPTER V

CONCLUSION

5.1 Findings

In this study, the sample designed the size of 120 individuals who attended and graduated
the Modern Motor Sewing Machine Training Courses at Central Training School of Ministry of
Border Affairs. Among 2990 graduates of Central Training School, 120 people participated in
telephone survey which asked each to describe their perceptions. As samples, 35 candidates from
the 24th Intake and 25th Intake respectively, and 50 candidates from 26th Intake to study the
vocational education studies for employment of ethic youth.

Of the 120 respondents, the majority were age group of 21-30 years old that is
represented youth. All of the 120 respondents were female. This is because the machine
maintenance course had opened. There have 61 numbers of respondents possess the single status
as majority. It is found that the respondents were having all types of races of Myanmar as the
Central Training School summoned trainees from all Ethnic States proportionately. Most of
respondents are believed in Christian. The highest number of respondents has no children
because these respondents had included the single status. Most of the respondents have 4
members in their families. The most of respondents had the pre-primary school level as their
regions have difficulties for education.

All of respondents were attended at the Central Training School of the Ministry of Border
Affairs that is their type of vocational education was formal. However, some of those were
attended also vocational education in other places. Thus, some of respondents have the training
from both formal and informal and have the training from both the Central Training School and
Private Training Course. All of respondents were attended at the Central Training School of the
Ministry of Border Affairs for three weeks.

All of respondents answered that they are improve in vocational skill after attending the
motor sewing machine course. Among 18 training lessons of the motor sewing machine course,
the respondents answered that most of lessons are effective and very effective. As the samples
are chosen from two years from 2019-2020 and 2021-2022, it is found that the number of
graduates were 35 from 24th Intake; also 35 from 25th Intake; and all 50 from 26th Intake. It is
found that the reasons for attending the modern motor sewing machine training are to find and
get job; to improve vocational skill; to get income; to utilize as career for life; and to contribute
for household expenses.

Accordingly to survey results, 49 had answered that they chose to attend the modern
motor sewing machine by their own decisions or by themselves. 71 respondents had answered
“No” this question. In addition, 49 were chose to attend the modern motor sewing machine
training course themselves and 71 were not. It is found that most were attended the training by
urging of the parents (36.62%). Some of them are informed by their friends (33.8%); their
brothers/sisters (16.9%); and their instructors (11.27%).

All of respondents were answered that the vocational skills in vocational education and
training helped them in employment. This is because the Central Training School trained them
well in the modern motor sewing machine training course and, in addition, the school connected
with the private garment factories to hire the graduates in those factories.

Furthermore, this study was measured the employment conditions of ethnic youth after
attending the modern motor sewing machine training course at the Central Training School of the
Ministry of Border Affairs. It is found that all of respondents are currently employed. Among
120 respondents, only 25% had worked vocational skills activities before attended the training.
And, most of respondents had worked in farming.

In addition, the respondents were asked about their kind of employment after attending
the motor sewing machine training course in this study. Before attending the motor sewing
machine training course, only 15% had two to less than five years of working experiences and
most of respondents were one to less than two years of working experiences (45%). In the kind
of employment after attending the motor sewing machine training course, only 13.33% had self-
employed and most of respondents had wage employment (86.67%) according to survey result.
Most of them were permanent (57.69%). Most of them were employed one to less than two years
(57.69%). The vocational activities are the main source of income of all respondents. As monthly
income, most of the respondents had earned between 200,001 and 300,000 Kyats before
attending the motor sewing machine training course. All of respondents had increased monthly
income after attending the motor sewing machine training course than before attending the motor
sewing machine training course. Most of respondents had total household income of 300,001 and
500,000 Kyats monthly. Most of respondents had just enough for household expenses after
attending the motor sewing machine training course. The employment opportunity after
attending the motor sewing machine training course is found that 56 respondents (46.67%)
replied that there is a lot of employment opportunities.

For attitudes on contribution of vocational education and training to employment of

ethnic youth is also measured with five items for respondents who the Modern Motor Sewing
Machine Courses and employed in garment factories, and self-employed. It is found that all of
respondents had agreed level on all items which are the training improve my vocational skills;
the training lessons are useful in job; the training raise my career development; the training help
ethnic youth to get suitable jobs and the training generate me enough income in this study.

5.2 Suggestions

According to the study, vocational education and training is a complicated programming

area, in that it involves far more than the simple delivery of skills training. When carried out
effectively with the needs of the ethnic race and the individual needs of the beneficiaries taken
into consideration, it can provide an invaluable opportunity to facilitate access to income
generating activities for vulnerable and disenfranchised people. However, vocational education
and training is often poorly planned and implemented without consideration to all the variables
that can have an effect on its success. It was also found that there is a huge need for well
implemented vocational education and training in Myanmar. However, there are a number of
lessons that can be learned from existing and previous vocational education and training
activities in Myanmar. Therefore, it was suggested that it should develop an innovative and wide
reaching vocational education and training approach, that does not only consider skills training
but ensures inclusivity for the most vulnerable, includes support for the psychosocial and mental
wellbeing of trainees, and should work to promote social cohesion within and between
communities in ethnic areas. Furthermore, programming should be developed to ensure proper
selection of trainees and matching with demand-based training that is also linked directly to the
market for employment and internship opportunities. Additionally, it was remarked that trainings
should be targeted to meet the existing skills and needs to youth, while filling gaps to ensure
successful employment or self-employment.

By the findings of this study, it would suggested that the Modern Motor Sewing Machine
Training Courses at Central Training School of Ministry of Border Affairs should open more
times than now and call monthly. Besides, the Central Training School should open the Motor
Sewing Machine Course not only for the ethnic woman but also for the ethnic men. This will
create job opportunities also for ethnic youth boys. As for training duration, three weeks had too
short and there should be four weeks at least as the trainee would have more time to practice the
training lessons till to skillfulness. The number of trainees allowed per intake should be
increased up to full capacity of training course and this will help train more persons as
vocational education and training.

The Central Training School played an important role in providing appropriate skills
needed in the labour market. Thus, the school should extend training courses for other vocational
skills. The school should take much effort in practical than in theory in teaching process so as get
more knowledge and experience which will be useful in working place. This will make
vocational graduates familiar with the skills studied in the training.

Government should also provide loan for the graduates so as they should depend on
themselves and not depend on wage employment. If they are given loans, there should have
restrictions which will make them to take that loan for their investments.

The government should arrange and make proper way of the salary scale for the
vocational skills which will help them to run their life. The income earned by vocational
graduates is not enough for some of them to expense their daily life.

Vocational graduates should engage in different places or factories so as to get

experience according to their vocational skills. Vocational graduates should use their skills
properly in employment after finishing their courses effectively.