TVET systems in Africa differ from nation to nation. This is due to the different socio-economic conditions of the nations. In addition TVET is delivered at different levels in different type of institutions. These are Technical Vocational Schools, Polytechnics, Enterprises and Apprenticeship Training Centres. This is to enable trainees from various backgrounds to access training suitable to their needs. It has been stated that the socioeconomic environment and the contextual framework in which TVET delivery systems currently operate in Africa is characterized, in general, by:
• Uncoordinated, unregulated and fragmented delivery systems
TVET provision spread over different ministries e.g. In Zambia the key ministries are:
Ministry of Science, Technology and Vocational Training (MSTVT);
Ministry of Education (MOE); and
Ministry of Sport, Youth and Child Development (MSYCD).
• Low quality
In general, the quality of training is low with undue emphasis on theory and certification rather than on skills acquisition and proficiency testing;
• Shrinking or stagnant wage employment opportunities especially in the industrial sector
In many African countries, with the notable exception of Mauritius and South Africa, about 85% of the workforce is in the informal, non-wage employment sector. This labour force distribution pattern needs to be kept in mind when developing national TVET policies and strategies.
• Geographical, gender and economic inequities
The good TVET institutions are located in the big towns and cities. In Zambia this is true with the leading TVET institutions found in the Copperbelt, Lusaka and Southern provinces which are along the line of rail.
• Poor public perception
TVET in Africa is considered as a career path for the less academically endowed. In addition, entry requirements in TVET institutions are normally lower than that of academic institutions.
• Inadequate financing, poor management and ill-adapted organisational structures
The diverse TVET management structures and the sharing of supervisory responsibilities by various government bodies and ministries account for some of the inefficiencies in the system like duplication and segmentation of training and the absence of common platform for developing coherent policies and joint initiatives.
• Weak monitoring and evaluation
Current training programmes in many African nations are supply driven. TVET programmes are very often not designed to meet observed or projected labour market demands (African Union, 2007:22-25). However, some promising practices in the provision of TVET have emerged and are emerging. The next section considers some of these.
Promising Best Practices
There are some promising best practices in TVET in Africa. Some of these innovative best practices are:
a. Ghana: Council for Technical and Vocational Education and Training (COTVET) which oversees all TVET activities.
b. Kenya: Kenyan NGO SITE (Strengthening Informal Training and Enterprise) – Improved traditional apprenticeship training using master craftsperson's.
c. South Africa: National Qualifications Framework (NQF) – mechanism for awarding qualifications based on achievement of specified learning outcomes.
• Uncoordinated, unregulated and fragmented delivery systems
TVET provision spread over different ministries e.g. In Zambia the key ministries are:
Ministry of Science, Technology and Vocational Training (MSTVT);
Ministry of Education (MOE); and
Ministry of Sport, Youth and Child Development (MSYCD).
• Low quality
In general, the quality of training is low with undue emphasis on theory and certification rather than on skills acquisition and proficiency testing;
• Shrinking or stagnant wage employment opportunities especially in the industrial sector
In many African countries, with the notable exception of Mauritius and South Africa, about 85% of the workforce is in the informal, non-wage employment sector. This labour force distribution pattern needs to be kept in mind when developing national TVET policies and strategies.
• Geographical, gender and economic inequities
The good TVET institutions are located in the big towns and cities. In Zambia this is true with the leading TVET institutions found in the Copperbelt, Lusaka and Southern provinces which are along the line of rail.
• Poor public perception
TVET in Africa is considered as a career path for the less academically endowed. In addition, entry requirements in TVET institutions are normally lower than that of academic institutions.
• Inadequate financing, poor management and ill-adapted organisational structures
The diverse TVET management structures and the sharing of supervisory responsibilities by various government bodies and ministries account for some of the inefficiencies in the system like duplication and segmentation of training and the absence of common platform for developing coherent policies and joint initiatives.
• Weak monitoring and evaluation
Current training programmes in many African nations are supply driven. TVET programmes are very often not designed to meet observed or projected labour market demands (African Union, 2007:22-25). However, some promising practices in the provision of TVET have emerged and are emerging. The next section considers some of these.
Promising Best Practices
There are some promising best practices in TVET in Africa. Some of these innovative best practices are:
a. Ghana: Council for Technical and Vocational Education and Training (COTVET) which oversees all TVET activities.
b. Kenya: Kenyan NGO SITE (Strengthening Informal Training and Enterprise) – Improved traditional apprenticeship training using master craftsperson's.
c. South Africa: National Qualifications Framework (NQF) – mechanism for awarding qualifications based on achievement of specified learning outcomes.
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