Policy Frameworks - Major Policy Issues in TVET in Africa

ALL AFRICA INTERNATIONAL VOCATIONAL

EDUCATION AND TRAINING ASSOCIATION

(IVETA) CONFERENCE

“ACHIEVING POVERTY REDUCTION THROUGH QUALITY VOCATIONAL

EDUCATION AND TRAINING IN PARTNERSHIP WITH INDUSTRY”

POLICY FRAMEWORKS: MAJOR POLICY ISSUES

IN TVET IN AFRICA

GABRIEL S KONAYUMA

SENIOR TEVET OFFICER

MINISTRY OF SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING,

ZAMBIA

LIVINGSTONE, ZAMBIA

10 – 13 AUGUST 2008

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Policy Frameworks: Major Policy Issues in TVET in Africa Gabriel S Konayuma,

Ministry of Science, Technology and Vocational Training, Zambia.

E-mail: [email protected]

ABSTRACT

A number of African nations have adopted Technical and Vocational Education and Training

(TVET) reforms since the 1990s. This has resulted in the formulation of TVET policies.

These policies have sought to address the socio-economic challenges faced by various

nations. One major concern of policy makers is to ensure a TVET system that is relevant and

accessible while addressing issues of quality. Policy makers are aware of the critical role that

TVET can play in national development. The increasing importance that African governments

now attach to TVET is reflected in the various Poverty Reduction Strategy Papers, National

Development Plans and Vision Papers that governments have developed and are developing.

This paper seeks to:

• Share knowledge on TVET policies in selected African nations

• Identify the major policy issues in TVET in Africa

• Assess the relevance of TVET policies in achieving poverty reduction

This paper seeks to address the major policy issues in TVET in Africa that are faced by policy

makers and practitioners. This is done by doing a study of major policy discussions in TVET

Conferences such as Bureau of the Conference of Ministers of Education of the African

Union, Commonwealth Association of Polytechnics in Africa (CAPA), IVETA, Southern

African Development Community (SADC) and UNESCO-UNEVOC Conferences. An

analysis of TVET policies in Botswana, Kenya, Malawi and Zambia is also done. Also

addressed is the current status of TVET in Africa. These include issues of gender,

harmonisation of TVET programmes and qualifications, linkage of TVET to the labour

market among many others. Also proposed is the importance of partnerships among various

stakeholders in TVET policy formulation and implementation.

Key words: Poverty reduction, TVET, Policy, Policy framework.

INTRODUCTION

A number of African nations have adopted TVET reforms since the 1990s. This has resulted

in the formulation of TVET policies. These policies have sought to address the socio-

economic challenges faced by various nations. One major concern of policy makers is to

ensure a TVET system that is relevant and accessible while addressing issues of quality.

Policy makers are aware of the critical role that TVET can play in national development. The

increasing importance that African governments now attach to TVET is reflected in the

various Poverty Reduction Strategy Papers, National Development Plans and Vision Papers

that governments have developed. This paper seeks to:

• Share knowledge on TVET policies in selected African nations

• Identify the major policy issues in TVET in Africa

• Assess the relevance of TVET policies in achieving poverty reduction



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The paper’s topic is “Policy Frameworks: Major Policy Issues in TVET in Africa”. This topic

is considered by looking at the following sub-headings: Introduction of the paper, definitions

of key terms, an overview of TVET in Africa, a highlight of TVET Policies in some African

nations and a discussion of major policy issues in TVET in Africa. The paper then looks at the

relevance of TVET Policies in Achieving Poverty Reduction. The paper ends with some

conclusions and recommendations.

DEFINITIONS

Technical and Vocational Education and Training

A number of definitions are normally provided for Technical and Vocational Education and

Training (TVET). This paper uses the definition by (UNESCO, 2001:1-2) where Technical

and Vocational Education and Training is defined as all forms and levels of the educational

process involving, in addition to general knowledge, the study of technologies and related

sciences and the acquisition of practical skills, know-how, attitudes and understanding

relating to occupations in the various sectors of economic and social life. This definition

highlights the importance of the acquisition of practical knowledge, skills and attitudes in any

training offered by TVET providers.

Policy

Policy is defined as an actor(s) deliberate actions in the management of a situation in order to

achieve a certain goal(s).

OVERVIEW OF TVET IN AFRICA

Before looking at major policy issues in TVET in Africa it is important to look at an overview

of TVET in Africa. 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 socio-

economic 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), 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;



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• 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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TVET POLICIES IN SOME AFRICAN NATIONS

In this section a few policies from selected African nations are highlighted. These are located

in Eastern and Southern Africa.

a. Botswana - National Policy on Vocational Education and Training (1997): The major

issues in this policy are: Skills Level training, Life-long training, Public & Private

Institutional training, Employer-Based Training.

b. Kenya - Sessional Paper No. 1 of 2005 on Education, Training and Research: This is

an all inclusive structure of education and training from the primary school cycle to

higher levels.

c. Malawi – Technical, Entrepreneurial and Vocational Education and Training Policy

(1998): The policy emphasizes an integrated, demand driven, sustainable, independent

and autonomous TEVET system.

d. Zambia – Technical Education, Vocational and Entrepreneurship Training Policy

(1996). The policy stresses the importance of entrepreneurship training to enhance

self-employment and employment creation in the informal and informal sectors. The

policy also outlines the role of different stakeholders in providing training in the

TVET sector.

The above four TVET policy documents have similar statements on the players in TVET

provision i.e. both private and public. The policies also discuss the modalities of financing

TVET and address issues of quality, access and equity.

MAJOR POLICY ISSUES IN TVET IN AFRICA

TVET in Africa addresses a number of policy issues. However, the major issues that have

been identified recently include:

• Poor perception of TVET

• Gender stereotyping

• Linkage between vocational and general education

• Linkage of TVET to the labour market

• Traditional skills, business management and entrepreneurship training

• Harmonisation of TVET programmes and qualifications (African Union, 2007:34-

35).

It is important to look at these policy issues in greater detail.

(a) Poor perception of TVET In many nations students in the vocational education sector face great challenges in

proceeding to higher education. There is need to make TVET less dead-end by

harmonising the vocational and general education systems.

(b) Gender stereotyping There is need to encourage females using appropriate methods to take up male dominated

training programmes like Carpentry, Bricklaying and Plastering and Engineering. Males



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likewise should be encouraged to take up female dominated training programmes like

Dressmaking, Hairdressing and Food and Nutrition.

(c) Linkage between vocational and general education The two training forms have parallel systems with separate institutions, programmes and

trainers. There is need to create articulation pathways between vocational and general

education. Some nations have begun to address this by setting up TVET and National

Qualifications Frameworks. There is need for more African nations to follow on this path.

(d) Linkage of TVET to the labour market Vocational training must have an aim of employment whether in the informal or formal

sector. TVET programmes therefore have to be linked to the job market. This can enhance

the relevance of TVET in society and lead to socio-economic development.

(e) Traditional skills, business management and entrepreneurial training

There is need for TVET programmes to help traditional skills in the area of crafts and

artifacts manufacture. In Zambia some efforts have been made in this regard in the areas

of basket making and crafts in the tourist industry. There is need for strong policy

measures to support such efforts. TVET training must have business management and

entrepreneurship skills to equip graduates with skills for self-employment.

(f) Harmonisation of TVET programmes and qualifications

As Africa seeks greater social and economic integration, the harmonisation of TVET

programmes and qualifications becomes very important. There is need for readability and

permeability of training qualifications across national boundaries. In Southern Africa,

nations under the Southern Africa Development Community (SADC) are working towards

developing a Regional Qualifications Framework. This is being preceded by the

development of a National Qualifications Frameworks.

The above discussion has highlighted some of the major policy issues in TVET in Africa.

Conferences on TVET have also highlighted these policy issues. For instance, the CAPA

Conference of December 2006 had a theme of “Reforming and Reorienting TVET for

Sustainable Development”. Topics such as Challenges of Shrinking Formal Sector in Africa

and the need to strengthen entrepreneurship training were addressed. This shows how

entrepreneurial training continues to be viewed as important in TVET. The CAPA Conference

of December 2007 had a theme of “TVET and Globalisation” at which topics such as the

Implications of Globalisation on TVET Curriculum design were discussed. Globalisation has

been described as a system of economic forces of change that are driving the future. Indeed,

no country can afford to ignore the effects of globalisation or the increasing integration and

inter-dependence of national economies. Globalisation is driven by the ease of information

exchange, capital flow, and the migration of people, labour, goods and services across

national boundaries. One of the main challenges of globalisation for TVET in Africa is the

tension it has created between developing skills for poverty eradication and skills for global

economic competitiveness (CAPA, 2007:1). This shows how TVET has to be relevant not

only to local needs but emerging global needs thus ensuring portability of skills from one

region of Africa to another and the rest of the world.

Having discussed the major policy issues in TVET in Africa, the next section discusses the

relevance of TVET policies in achieving poverty reduction.



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THE RELEVANCE OF TVET POLCIES IN ACHIEVING POVERTY REDUCTION

Policy direction by African governments is very key in achieving poverty reduction. This is

because policy directs governments and other institutions to where resources can be

channeled. Having looked at the policy documents from Botswana, Kenya, Malawi and

Zambia, it has been noted how emphasis has been made on ensuring that TVET provision is

of high quality, accessible and equitable. However, challenges do exist in ensuring that TVET

policies lead to the achievement of poverty reduction. Some of the challenges are: inadequate

resources (both material and human), lack of political will, demand from other sectors and

lack of consensus on the role of TVET.

(a) Inadequate resources

The TVET sector requires massive input in terms of resources (financial, material and

human). In a number of African nations, this is a challenge due to competing demand from

other sectors. Although TVET policies may have well thought statements on what needs to be

done in order to produce skills for national development, the lack of adequate resources has a

negative impact on the implementation of the policies. This means that the TVET policies do

not lead to poverty reduction as intended.

(b) Lack of Political Will

Political will has a lot to do on the success of TVET policies. Where political will is absent, it

becomes difficult to mobilize adequate resources in order to implement the policies. Political

will gives a sense of ownership to the implementation of policies by policy makers.

(c) Demand from other Sectors

A number of African nations have to grapple with allocating adequate resources to TVET

alongside other competing sectors. Many nations are striving to achieve the millennium

development goals by the year 2015 where health and education are key sectors to be

addressed. While TVET is normally regarded as a sector under education, it normally would

not receive adequate funding as basic education is considered a higher priority.

(d) Lack of consensus on the role of TVET

Earlier, the paper discussed the poor public perception that TVET has. Where this public

perception exists among policy makers, it becomes difficult to have consensus on the role of

TVET in national development. Consensus on the important role that TVET plays in national

development is very important.

Having looked at some of the challenges that are faced in TVET policy implementation in

African nations, it can be noted that generally TVET policies have been useful in achieving

poverty reduction in Africa. TVET graduates have been employed and become involved in

employment and wealth creation. However, a lot still needs to b done, to ensure that TVET

policies are implemented as intended thus leading to poverty reduction or better still wealth

creation. This calls for a lot of collaboration among policy makers in TVET.



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CONCLUSIONS

In concluding this paper, a number of conclusions can be made.

Firstly, the harmonisation of general and vocational education remains a key issue in TVET

which needs to be addressed. Associated with this is the need to vocationalise the general

education system and avoid “academising” the vocational education system.

Secondly, the harominsation of TVET programmes is also becoming a key issue in TVET. A

number of African nations are seeing the importance of harmonising qualifications within the

TVET system and outside the system. This harmonisation is at national and regional level.

Thirdly, there is growing awareness on the role of entrepreneurship training to promote self-

employment and wealth creation in the midst of shrinking formal sector employment in most

African nations.

Fourthly, the linkage of TVET to the labour market has been a key issue among a number of

policy makers in Africa. This is in a quest to ensure relevance of TVET to the socio-economic

needs of developing nations of Africa.

Fifthly, African nations have shown great commitment on the role of TVET in national

development. This is seen in the many TVET policies that have been formulated, conferences

on TVET by the African Union, CAPA, IVETA, SADC and UNESCO. The development of

regional protocols e.g. by SADC on education and training and the Strategy to revitalize

TVET in Africa is further evidence on the importance that policy makers have attached to

TVET.

RECOMMENDATIONS

Having looked at the major policy issues in TVET in Africa, the following recommendations

are made:

(a) Networking and Benchmarking: There is need for African nations to improve in

their networking and benchmark against each other’s best practices in TVET

provision. This should be done at a bilateral level through Joint Permanent

Commission’s and through regional groupings. There is need to improve on the

sharing of information on TVET policies and strategies among African nations

through face to face meetings and through use of Information and Communication

Technologies.

(b) Greater support for TVET by Policy Makers: Policy makers need to give

greater support to TVET by allocating more resources and increasing promotional

activities on TVET. This will increase the public perception of TVET and make it

the training of choice among many youths, women, disadvantaged groups and

employees. Policy makers should do this conscious

(c) Strengthening regional integration: There is need to strengthen and accelerate

regional integration. This will ensure that African nations will benefit from each

other’s strengths in the fields of education especially TVET.



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CONCLUSION

The paper has looked at an overview of TVET in Africa and highlighted major policy issues

in TVET in Africa. The paper then discussed how these policy issues have helped in

achieving poverty reduction in Africa. Recommendations were made to ensure that major

policy issues in TVET in Africa leads to poverty reduction. The recommendations were the

need for benchmarking and networking in Africa, policy makers giving greater support to

TVET and strengthening of regional integration. In conclusion, I end by quoting from

UNESCO: “Since education is considered the key to effective development strategies, TVET

must be the master key that can alleviate poverty, promote peace, conserve the environment,

improve the quality of life for all and help achieve sustainable development” (UNESCO,

2004).



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REFERENCES

African Union, 2007 Strategy to Revitalise Technical and Vocational Education and Training

in Africa. Addis Ababa: African Union.

CAPA, 2007 Invitation Letter for International Conference on “Globalisation and TVET in

Africa: Challenges and Opportunities”: 3rd

-7th

December, 2007. Nairobi: Commonwealth

Association for Polytechnics in Africa.

UNESCO, 2001 Revised Recommendation Concerning Technical and Vocational Education.

Paris: UNESCO.

Ministry of Education, Science and Technology, 2004, Sessional Paper of 2004: A Policy

Framework for Education, Training and Research. Nairobi: Ministry of Education, Science

and Technology.

Ministry of Labour and Home Affairs, 1997, National Policy on Vocational Education and

Training. Gaborone: Ministry of Home Affairs.

Ministry of Labour and Vocational Training, 1998, Technical, Entrepreneurial and

Vocational Education and Training Policy. Lilongwe: Ministry of Labour and Vocational

Training.

Ministry of Science, Technology and Vocational Training, 1996, Technical Education,

Vocational and Entrepreneurship Training Policy. Lusaka: Ministry of Science, Technology

and Vocational Training.

Policy Frameworks - Major Policy Issues in TVET in Africa

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