TVET

TECHNICAL AND VOCATIONAL EDUCATION TRAINING (TVET)

There are specific challenges for TVET. For most sub-Saharan African countries, the enrolment rate in formal TVET at secondary level is 5 percent or less. Non‑formal TVET is predominant, and in most education systems, TVET is highly fragmented. Learning opportunities at the workplace, non-formal learning, private provision, and TVET under various non-education sector ministries tend to operate separate TVET sub-systems.

Numerous govern­mental and non-governmental actors engage in TVET. As a rule, their policies are not coherent. Only a few governments in Africa are able to finance TVET at a level that can support quality training. A number of African countries have created national funds for training, many of which have room for improvement.

Provision to reach marginalised populations such as ethnic minorities, people with disabilities, and demobilised soldiers needs to be strengthened. In most countries, women are dominant in the informal economy, and in the service sector, while industrial and technology courses are still considered as areas reserved for male students. TVET and manual work frequently lack appropriate social status and perception.

UNESCO Africa work:

• To enhance the collection, analysis, management and use of quality data for improved training and human power planning and wealth creation;


• To develop evidence-based coherent policy and governance frameworks;


• To mobilize partners for more targeted financing and to create inter-agency taskforce for the revitalization of TVET;


• To promote the development of Curricula relevant for transition to the world of work;


• To develop capacity building of Personnel for teaching, management and for career counselling to enhance Access, equity and quality;


• To advocate for harmonisation and recognition of certificates through establishments of norms and standards for certification and qualifications frameworks to enhance mobility of skills;


• To create UNESCO chairs for the revitalization of TVET in some of the centres of excellence to be identified

UNESCO Africa results: Improving technical education and vocational training in West African countries

UNESCO TVET Framework for Action in Africa” defined

• Knowledge-sharing workshop to bring together countries of the sub-region that are at different stages of revamping their TVET systems


• An inter-agency task team established for the revitalization of TVET (Abuja process)


• Increasing access to TVET to address poverty reduction


• 2 studies in Senegal and the Gambia to identify the needs of marginalized groups and areas, and to identify and validate relevant/sustainable strategies for action


• Regional Platform of expertise and support to the priorities of the AU


• Follow-up studies (eg SIM-TVET) and expertise in national and sub-regional cooperation in the context of other regular programs on the sector