Review of technical and vocational education in Africa
High-level policy-makers in technical and vocational education and training (TVET) from 20 African countries (+ Egypt) will gather this week to prepare a report on the current challenges and good practices in their respective countries.
The participants will also review what has been achieved with regards to the TVET action plan within the Second Decade of Education in Africa.
"We will take a critical look at the achievements of the first half of the Second Decade (2006-2011) in terms of implementing the TVET Plan of Action, and see how to accelerate efforts during the remaining four years," says Hervé Hout-Marchand, TVET expert in UNESCO's Regional Office for Education in Africa, based in Dakar, Senegal.
The meeting takes place on 13-16 December 2011 in Nairobi, Kenya. It is organizd by The UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC) in collaboration with UNESCO Dakar.
Five priority areas
The TVET Action Plan identifies five priority areas of intervention:
- Equitable access to TVET for all;
- Quality and relevance of national TVET programmes, with increased participation and financing by the private sector;
- Enhanced resources to ensure modern equipment and facilities for TVET;
- Integration of TVET in literacy and non-formal education programmes for vulnerable groups;
- Capacity building, including the mobilisation of TVET teachers.
Preparing young people for work
TVET was singled out as one of the priorities when the Second Decade of Education for Africa was launched in 2006.
It is considered an essential part of general education, as it prepares young people for the world of works through specialized technical training.
"In the absence of sufficient opportunities for wage employment in Africa, formal and non-formal TVET programmes augmented by entrepreneurship training and career guidance and counselling can help young people become independent socio-economic operators," says Hout-Marchand.
Reaching out to unemployed youth
In addition, integrated non-formal learning consisting of literacy and TVET programmes, especially for girls and women has the potential to reach the vast numbers of young Africans who are outside the formal school system.
The Concept note (PDF, 61K) provides detalied information about the Nairobi meeting on TVET.
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