Continental Strategy For

CONTINENTAL STRATEGY FOR

TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING (TVET)

TO FOSTER YOUTHEMPLOYMENT

CONTINENTALSTRATEGY

FOR

TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING

(TVET)

TO FOSTER

YOUTH EMPLOYMENT

Table of Contents

Avant-propos ...... 6

1.Introduction ...... 8

2. General Considerations ...... 10

2.1. Conceptualisation ......

2.1.1. TVET

2.1.2. Types of Training

2.1.3. Productive Sector

2.2. TVET landscape : the current situation ...... 12

2.2.1. Fragmented structuring of TVET

2.2.2. Unregulated traditional apprenticeship

2.2.3. Growing importance of private TVET centres

2.2.4. TVET systems are still supply driven

2.2.5. Mismatch between supply and demand for skills

2.2.6. Low prestige and attractiveness of TVET

2.2.7. Gender-based inequality of opportunity

2.2.8. Geographic and economic disparities

2.2.9. Low quality and ineffective training

2.2.10. Insufficient funding

2.2.11. Weak policy implementation structures

2.2.12. Policy and legislation

2.2.13. Promising initiatives at national level

2.3. Summary Assessment of Past Strategy ...... 16

2.3.1. The Second Decade of Education for Africa

2.3.2. Need for a New TVET Strategy

5.2. Trades ...... 24

5.2.1. Trade Determination

5.2.2. The Quest for Socio-economic Development and the

TVET Response

5.2.3. Réponse de l’EFTP à la demande

5.3. Programmes and Curricula ...... 25

5.3.1. General Considerations

5.3.2. Innovation, Creativity and Risk Management

5.3.3. Knowledge of Corporate Life

5.4. Research in the TVET Field ...... 28

5.5. Training of Trainers ...... 28

5.6. Infrastructure, Equipment and consumables ...... 29

6. Governance ...... 30

6.1. Role of the Africa Union Commission (AUC) ...... 30

6.2. Role of Regional Economic Communities (RECs) ...... 30

6.3. Role of Member States ...... 31

6.3.1. Institutionalizing the place of TVET

6.3.2. Role of Government

6.3.3. Role of Parliament

6.3.4. Role of the Productive Sector

6.3.5. Link with the National Employment Plan

7. Financing ...... 34

7.1. Organization ...... 34

7.2. Stakeholders ...... 34

7.2.1. State

7.2.2. Productive sector

7.2.3. Funding bodies

7.3. Financial Support Mechanism ...... 34

8. Governance Tools ...... 36

8.1. Communication ...... 36

8.1.1. Support to the TVET policy

8.1.2. Teaching and training tool for TVET

8.2. Implementation and monitoring Mechanism ...... 36

8.2.1. Necessity

8.2.2. Joint Observatory with the productive sector

8.2.3. Statistics – Data Collection and Management

8.2.4. Indicators for harmonized assessment

Foreward

The issue of Technical and Vocational Edu- cation and Training (TVET) is im-portant enough to stimulate the production of a strategic document that will be difficult to read, and consequently become more complex to implement. I am glad to notice that my team (Department HRST of the AUC) and myself succeeded in meeting the challenge in the presentation of this TVET continental strategy.

In this world very often marked by inequali- ties generating all sorts of dangers, TVET, which must become a professional insur- ance, should be key to our response in terms of youth employment or prevention from idleness and to their valuable inte- gration within the society that is ready to recognize their position, usefulness and merit.

There is no viable socio-economic project without men and women who are ready

to work towards the production of material or non-material goods.

The TVET continental strategy is meant to be an action guide that should be quickly owned in order to develop each line of the strategy to build the TVET national, regional and continental system.

This TVET continental strategy pro- vides a comprehensive framework for the design

and development of national poli- cies and strategies to address the challenges of education and tech- nical and vocational training to support economic development and the creation of national wealth and contribute to poverty reduc- tion. The strategy looks at the cross- cutting issues of employability, rel- evance, collaboration between training institutions and employers, the accreditation of training struc- tures (in formal, non-formal and informal sectors), evaluation and certification, quality assurance, and portability of TVET qualifica- tions within national borders. In this regard, it is necessary for each country to formulate a national TVET policy and establish a national training coordination structure and its implementation bodies that will be able to manage the TVET policy and entire system.

TVET national policies and strate- gies must not only be based on re- lated inter-national best practices,

6

but should also be firmly rooted in indig- enous knowledge and learning systems that reflect cultural practices and local values, technological prefer-ences, the challenges of globalization and nation- al development priorities.

Many developed countries drawing lessons from their counterparts have built the success of their economic de- velopment on the quality of their TVET and its links with the productive sec- tor. These approaches should always guide that of African countries and be a source of inspiration.

The strategy argues that the develop- ment of higher level skills is necessary for the adaptation of technology and innovation, transformation of national production systems, and industrializa- tion of the economy.

Accordingly, TVET policies and strate- gies should focus on the development of skills from the basic level to the high- er education level.

For us, cooperation is understood at the level of inter and intra-african as well as multilateral cooperation.

Dr. Martial De-Paul Ikounga

Commissioner for Human Resources, Science & Technology

Africa Union Commission

1. Introduction

The growing problem of youth unemployment and underem- ployment is one of the main socio-economic development concerns of most African gov- ernments.

Without job-related skills, youth and adults cannot benefit from the employ-ment oppor- tunities that offer a decent in- come.

In many countries, one of the key elements of development strategies is to support young people to acquire professional skills through Technical and Vo- cational Education and Train- ing (TVET) programmes. This approach also helps to pro- mote entrepreneurship.

Wars, conflicts and other nat- ural disasters have also de- stroyed the provision of TVET systems in countries in con- flict or post-conflict situations, which unfortu-nately are too many on the continent. Al- though there are significant positive efforts to strengthen TVET, and entrepreneurship training, TVET systems in many countries are characterized by under-resourced, obsolete or damaged infrastructure; inade-quate inter-sectoral linkages; lack of Labour man- agement Information Systems;

lim-ited curricula and inadequate hu- man resources. These situations are the conse-quences of inadequate hu- man resources due to the death or dis- placement of experi-enced instructors and other workers who are very often not replaced.

It was in this context that the African Union Commission (AUC), in 2007, de- veloped a continental strategy to re- vitalize TVET in Africa, through the im- plementa-tion of the Plan of Action for the Second Decade of Education for Africa 2006- 2015. At the time of draw- ing lessons from the mid-point assess- ment of the 2007 strategy, the need was felt to review it and redefine our vision of TVET in order to improve its vis- ibility so that it can better play the role assigned to it.

Africa certainly has high economic growth rates, but paradoxically this growth does not translate into jobs, and unemployment rates are not fall- ing. The conse-quence is that African economies are struggling to cope with the difficult task of pro-viding decent jobs for the millions of new entrants to the labour market estimated at about

10 million each year.

The increasing number of poorly edu- cated, unskilled, unemployed and under-employed young people every day becomes a threat to the stability of countries and therefore to their de- velopment. It is estimated that almost

100 million young men and women in Africa, out of a total population of about 200 million young people, are illit- erate and unemployed or in low-paid jobs (UNESCO, 2012). Consequently, the qual-ity of the workforce remains low and often inadequate.

In the formal industrial sector, declin- ing employment opportunities remains a concern and work in this area is less than 10% of total employment in most African countries (Filmer et al., 2014). The vast majority of the workforce is found in the ser-vices and agricultural sectors.

This workforce distribution pattern must be considered when developing na- tional policies, TVET strategies and train- ing programmes.

Technical and professional skills ca- pacity building systems in Africa are hampered by poor relations with the labour market, lack of trained person- nel and inadequate programmes. Very few countries lay emphasis on capac- ity building in rural communities even though recognize the role of the infor- mal economy which is the largest em- ployer and the main source of techni- cal and vocational education in Africa.

First, it should be understood that the acquisition of technical and profes- sional skills can take place in different learning environments. These include:

i. Formal learning, which is synonymous with school or curriculum-based learn- ing;

ii. Non-formal learning and finally;

iii. Training based on informal learning. In some parts of Africa, the informal

sector accounts for over 80% of all

training skills (ILO, 2007). Training in the informal sector is more flexible than TVET in schools that imposes rigid admis- sion criteria and age limits for learners. Teaching in the informal sector very of- ten takes place in the local language, in a culturally friendly environment for illiterate or poorly educated learners. It is therefore important to strengthen the provision of TVET in the informal econ- omy, especially the traditional appren- ticeship system where master crafts- men transmit their skills and knowledge to the younger generation. However, it must be stressed that a good founda-

tional education at primary and sec- ondary level significantly enhances the outcome value of any TVET training. There is therefore need to enhance the

‘education’ content in TVET across the board.

2.1. Conceptualisation

To be able to address issues at the tri- ple national, regional and continental levels requires a simple and effective policy to harmonize the different con- cepts which involves finding commonly accepted terminology.

It is useful to clarify the meaning of words used in order to ensure a com- mon understanding of the strategy, es- pecially around the issue of jobs.

2.1.1. TVET

There is an on-going conceptual de- bate on the definition and meaning of different terms used to describe the ac- quisition of employable skills. Terms such as “education and vocational training” (EVT), “technical and vocational edu- cation” (TVE), and “the development of technical and professional skills” (DTPS), Technical and Vocational Skills development (TVSD) are used in differ- ent countries and different contexts to mean “Technical and Vocational Edu- cation and Training” or TVET in all its di- mensions.

In this Strategy, the term TVET is used in its broadest sense to cover all aspects of training and skills development of all cadres, whether formal, non-formal or

demand and supply of skills, employ- ability, improving skills, ability for self- employment, and retraining, versatility and continuing apprenticeship.

Concerning the scope of TVET from pri- mary school to higher education, it is a mistake to consider TVET as a separate sector rather than an integral and final purpose of any education system that leads to the acquisition of knowledge and expertise relevant to society and the development of the individual.

TVET must be seen in a cross-cutting manner and understood as extending from primary education to higher edu- cation.

Therefore, from primary school, stu- dents should understand first the impor- tance of exercising a professional ac- tivity within society and secondly that the education system in general is a place for acquiring basic or otherwise generic skills. The difference is that cer- tain professions, such as engineering, medicine, law, and so on, require more wide theoretical knowledge and intel- lectual cognition. But the fact of learn- ing the trade and acquiring more and more experience with daily practice and over time is common to all profes- sions, from the mason with his trowel to the civil engineer.

It is quite remarkable that in many Af- rican countries, training is already at- tached to the Ministry of Higher Educa- tion. This is a positive signal that cannot be ignored.

2.1.2. Types of Training

It is important to make a distinction be- tween the three types of training that are the Formal, Informal and the Non- Formal.

2.1.2.1. Formal

The formal framework is understood here to refer to the whole system gov- erned by precise rules laid down. This is essentially training in public or pri- vate schools with fixed-term cycles and crowned with a state diploma or cer- tificate. Here, the route of innovation, when it exists, is an organised process of identification and promotion of rec- ognisable skill or product, with support for its development and marketing.

TVET systems in Africa vary from one country to another and are taught at different levels in different types of schools and colleges, including private and public technical and vocational schools, polytechnics, businesses and apprentice training centres.

In almost all African countries, formal TVET programmes are found in schools and colleges. The formal TVET at the second cycle of secondary education as well as tertiary level normally lasts for a fixed term, is often supply-driven and has a high unit cost.

2.1.2.2. Informal

In the informal case, training is given in structures organized or not with their own rules of trade that often exist with- out necessarily being written or formal- ized.

The following can be grouped here: Corporate training according to objec-

tives and terms of reference that may

vary depending on demand and in- cluding retraining, apprenticeship and continuing training;

Training by mentoring, observation and participation in workshops, often struc- tured around a master craftsman with skilled workers and apprentices;

Training in the crafts, whether tradition- al or modern;

The end of training certificate is con- ferred by the recognition of mas- ter craftsmen who may have been grouped together for this purpose.

2.1.2.3. Non-formal

The framework is considered to be non- formal when:

Training obeys no rules and may be spontaneous.

On-the-job training for the benefit of daily practice on the ground falls into this group.

This sector is still the most open, and is subject to creativity and innovation.

2.1.3. Productive Sector

Beyond the importance of the private sector where it is advantageous to promote initiatives, the fact cannot be ignored that most often in Africa, it is the public productive sector that is pre- dominant.

Within this strategy, the productive sec- tor includes the public productive sec- tor, the private sector, handicrafts and the traditional sector: all producers of goods necessary for social-economic

The productive sector includes all the producers of material goods or not such as services. These services in- clude. The services include transpor- tation, communication, transmission and distribution of goods produced elsewhere or within the same setting; finance, insurance, and real estate as well as hospitality.

But generally, we cannot get mistaken if we think that the final intervention that is awaited from the productive sector means more effort in relation to the size of companies and particularly those of the private sector.

2.2. TVET landscape : the current situation

2.2.1. Fragmented structuring of

TVET

TVET delivery in Africa can be divided into three broad categories :

i. public technical and vocational insti- tutions belonging to the State;

ii. private vocational training institu- tions; and

iii. traditional apprenticeship. Generally, there are no common stand-

ards that cover the different delivery

structures of TVET listed above. Some private providers issue their own cer- tificates and diplomas that are not cali- brated with national standards. Such fragmented delivery structures of TVET in Africa pose important implications for the quality of training, standards and comparability of qualifications (certificates) issued. The multiplicity of qualifications and professional certifi- cates, many of which are of dubious

2.2.2. Unregulated traditional ap- prenticeship

In many countries, traditional appren- ticeship remains the dominant path- way for skills acquisition among youth leaving school or dropping out. Howev- er, because the learners and their train- ers are often poorly educated, skills development in the informal learning sector is rather slow to embrace mod- ern technological practices, hence perpetuating the use of traditional and sometimes outdated learning meth- ods.The traditional system with low lev- els of literacy has not been amenable to structured reforms in the education and training sector, which are neces- sary for enhanced performance.

2.2.3. Growing importance of pri- vate TVET centres

In almost all countries, TVET delivery outside the government is high and in- creasing in terms of the number of both institutions and of learners. This trend is related to the fact that private provid- ers give training for the informal sector, which is the more rapidly expanding labour market throughout Africa, while public institutions train mainly for the formal industrial sector, which is grow- ing at a much slower rate.. It is therefore imperative that this delivery structure is fully accounted for in the national la- bour and human resource develop- ment policy and programming, with a view to optimizing returns, and ensur- ing quality. Where-as self-regulation is important, it is necessary to establish mutually beneficial links with public sys- tems for quality assurance, human re- source planning and innovation.

2.2.4. TVET systems are still supply driven

Although considerable awareness has been created on the need to make TVET demand-driven, the reality in many countries shows a TVET system often inherited from the colonial era which is predominantly focused on supply. The development of non-target skills is a major weakness of the TVET sys- tem in many African countries. Training institutions do not follow the employ- ment destination of their graduates. Consequently, the valuable input of former trainees on the quality of train- ing they received and the opportunity to take into account the contributions based on their experience when revis- ing programmes and training modules are lost.