The ATTSVE project is pleased to announce their interns for the summer of 2018. For the first time each of the Faculty of Education’s three departments are represented by the interns in the cohort.
The students selected are Kyla Brophy, of our Department of Educational and Counselling Psychology; Lauren Hennig, Kinesiology and Physical Education; and Simone Tissenbaum, Integrated Studies in Education. All three bring extensive, varied experience with gender issues in relation to international development.
The six-year Agricultural Transformation Through Stronger Vocational Education (ATTSVE) project is designed to enhance the capacity of the Ethiopian ATVET (Agricultural Technical and Vocational Education Training) system to prepare skilled, competent technical graduates. The project aims to help move Ethiopia towards a market-focused agricultural system better poised to support the country economically, while meeting the needs of both male and female farmers and youth, and the agriculture industry. James McGill Professor Claudia Mitchell is the Project Manager for ATTSVE at McGill.
The McGill interns, along with interns from partners Dalhousie, have undertaken these placements to support the outcomes of the project by providing support to the ATVET college Gender Clubs and implementing ongoing work on addressing gender violence. For six weeks throughout the summer of 2018, the student interns will be based in Addis Ababa, Ethiopia, and travel to 4 ATVETs across different regions of the country, supported by the ATTSVE In-Country Office.
Meet the interns and learn more bout their amazing works:
Kyla Brophy Lauren Hennig Simone Tissenbaum
The Agricultural Transformation Through Stronger Vocational Education (ATTSVE) project is designed to enhance the capacity of the Ethiopian ATVET (Agricultural Technical and Vocational Education Training) system to prepare skilled, competent technical graduates. Four ATVET colleges have been selected for focused training and investment, with the intent that they will become leaders in change, sound institutional management and innovation, while at the same time serving as models for teaching and curriculum reform and demand-driven programming for the ATVET system.
ATVET colleges are largely located in the rural regions, close to the smallholder farming areas. In these areas rural youth, both the males and females, as well as adult women are often an overlooked and underemployed human resource.