What impact does skills training have?
A tracer study of students of a saddlery, farriery and business skills training programme
conducted in Lesotho in 2007
Attwood, G A (1), Upjohn, M M (2), Verheyen, K L P (2)
(1) Malealea Development Trust, Motsekuoa, Lesotho
(2) Department of Veterinary Clinical Sciences, Royal Veterinary College, London, England
gillattwood@mweb.co.za
Introduction: A farriery, saddlery and business skills training was initiated in Lesotho by a UK-based
equine charity in 2007. The charity advocates long-term solutions to horse welfare rather than palliative
measures, and positions education as critical to this approach. An article, entitled “The beliefs we stand
for”, states that
“Education achieves horse welfare solutions. Patching up abused horses, or rescuing
them, are palliative measures. We do this, but we believe our most effective work is
teaching people how to treat their animals properly, and (new concept) changing their
mental attitude to believing that such treatment is good for its own sake as well as giving
an economic advantage.” [1]
The objectives of this training programme were thus not only to provide education and training to improve
horse welfare in the developing world, but also to have a positive economic impact on vulnerable families
who depend on horses for a living. This study examined the extent to which these objectives were achieved
by tracing the first cohort of 21 students some 18 to 24 months after they completed the course.
Specifically, it traced students’ motivation for doing the training, subsequent livelihoods and challenges
experienced by students with implementing acquired knowledge and skills.
Methods: This in-depth qualitative enquiry employed a variety of methods to collect data. These included
questionnaires, semi-structured interviews, observations made during site visits and analysis of relevant
documents and photographs. Information gained was analysed qualitatively and the findings were reported
in narrative form, making use of students’ own words where appropriate.
Findings: The research revealed that twenty four months after the training, 38% of students trained were
still working consistently with their acquired skills; 43% of students were using their skills intermittently and
19% had not used their skills within the last six to twelve months. Trainees cited a range of motives for
participating in the training, including a desire to improve their horsemanship related skills and generate
income, a desire for some kind of professional benefit or advancement and a desire to improve the welfare
of horses. Almost all (95%) of the trainees felt that the programme had benefitted them personally, 76% felt
that it had had a positive professional impact and 29% reported a significant difference to their earned
income. Nineteen percent of students commented that the training had impacted positively on the welfare
of horses. Key challenges experienced included insufficient or irregular income, difficulty accessing good
quality materials locally, an inability to set aside money for materials and a lack of commitment to improved
practices from government sectors as well as the general public (individual horse owners and horse users).
Conclusions: The study provides insights into the value and challenges of skills training provided by
charities in the context of improving the welfare of horses and alleviating the vulnerability of horse owners
in Lesotho. Key issues that require further consideration relate to how students may be further supported
and monitored after completing the training. Particular areas where students require support are: (i)
accessing materials; (ii) securing capital; and (iii) developing the capacity to manage a small business.
These challenges suggest that for training to be genuinely sustainable in terms of improving the welfare of
both horses and humans in the longer term, further attention and resources need to be devoted to posttraining support. This could include : (i) logistical support to source materials; (ii) organisational support to
establish trade associations and (iii) education and training support related to management of small
businesses and further skills development.
Acknowledgements: World Horse Welfare, Dr Thabo Lerotholi, Mr Ramosite Chochane
References:
1. http://www.worldhorsewelfare.ro/dyn_doc/WorldHorseWelfare-beliefs.pdf, [accessed 12 March 2010]