²
Implementing UNESCO/ILO
Recommendations for Technical and
Vocational Education and Training
Final Report of the Regional Seminar
for West Africa
8-11 December 2003
EDITORS
Nuru A. Yakubu, OON, PhD
S.N. Mumah, PhD
National Board for Technical Education (NBTE)
Kaduna – Nigeria
www.nbte-nigeria.org
January 2004
Implementing UNESCO/ILO
Recommendations for Technical and
Vocational Education and Training
Final Report of the Regional Seminar
for West Africa
8-11 December 2003
EDITORS
Nuru A. Yakubu, PhD, OON
S.N. Mumah,PhD
National Board for Technical Education(NBTE)
Kaduna – Nigeria
www.nbte-nigeria.org
January 2004
ii
 NBTE 2004
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While the advice and information in this Report is believed to be true and accurate, the editors and
publisher does not accept responsibility or liability for any of the views expressed in this Report.
Published by the
National Board for Technical Education(NBTE)
Plot B, Bida Road,
P.M.B. 2239
Kaduna Nigeria
www.nbte-nigeria.org
iii
Implementing UNESCO/ILO
Recommendations for Technical and
Vocational Education and Training
Final Report of the Regional Seminar
for West Africa
8-11 December 2003
National Board for Technical Education,
Kaduna, Nigeria
Editors
Nuru A. Yakubu, PhD, OON,
Executive Secretary,
National Board for Technical Education,
Kaduna, Nigeria and
National Project Coordinator,
UNESCO-Nigeria TVE Revitalization Project
S.N. Mumah, PhD,
ICT Co-ordinator,
UNESCO-Nigeria TVE Revitalization Project,
National Board for Technical Education,
Kaduna, Nigeria
iv
CONTENTS
CHAPTER 1
Introduction
1
CHAPTER 2
TVET and human resources development: a panacea for national development
5
Keynote Address, Prof. Fabian Osuji, The Hon. Minister for Education,
Federal Republic of Nigeria
CHAPTER 3
Understanding the UNESCO/ILO Recommendations
11
CHAPTER 4
Identification of mechanisms for regional co-operation
Engr. Dr. Nuru A. Yakubu
22
CHAPTER 5
Country reports situation analyses: issues and strategies
29
CHAPTER 6
Draft Constitution of the West African Association for Technical and Vocational Education
40
and Training (WAATVET)
CHAPTER 7
Issues and strategies for countries of the sub-region
48
APPENDIX A
List of participants
63
APPENDIX B
COUNTRY REPORTS
Benin Republic
68
Côte d’Ivoire
Guinea
Senegal
Ghana
Niger
The Gambia
67
75
83
92
98
105
110
v
Cameroun
Nigeria
133
Burkina-Faso
Mali
117
159
165
vi
LIST OF ABBREVIATIONS
ICT
Information and Communication Technology
NBTE
National Board for Technical Education
NGOs
Non-Governmental Organization
UN
United Nations
UNESCO
United Nations Educational, Scientific and Cultural Organization
ILO
International Labour Organization
TVE
Technical and Vocational Education
TVET
Technical and Vocational Education and Training
WAATVET
West African Association for Technical and Vocational Education and
Training
vii
CHAPTER 1
INTRODUCTION
Background
In the present era of rapid technological and socio-economic development, globalization and the
revolution in information and communication technologies, profound changes are taking place in
the economies of many developed and developing countries. These economic changes affect the
very nature of work and thus impact on the skills required by the labour market.
As technical and vocational education (TVE) is the branch of education most concerned with the
preparation of human resources for the labour market, it is evident that it must keep up with
developments in the world of work. It was in this context that UNESCO held the Second
International Congress on Technical and Vocational Education in Seoul, Republic of Korea in
April 1999. The Seoul Congress was intended to provide UNESCO's member states with a forum
to determine how TVE should adapt to the challenges it faces in the early years of the twenty-first
century. Forty Ministers of Education were among the 800 participants in the Seoul Congress who
contributed towards formulating a set of recommendations for the renewal of TVE.
United Nations agencies such as UNESCO and the ILO have a mandate to advise member states on
the internationally acknowledged standards that must be maintained in their respective fields of
competence. Thus, UNESCO defines standards in the various branches of education while the ILO
performs the same role in regards to labour and employment issues and on training for employment.
In most cases, these recommendations are offered to member states in the form of normative
instruments (standard-setting documents) or policy statements. These documents are developed
following extensive consultation with the relevant ministries in the member states. The versions
that emerge following the consultation process are adopted by the governing bodies of the UN
agency concerned and then considered the internationally accepted and definitive standard-setting
instrument in the field concerned.
The recommendations of the Seoul Congress provided the basis for updating UNESCO's
normative instrument on technical and vocational education, previously revised in 1974. This
updated version, the Revised Recommendation concerning Technical and Vocational Education
2000, was adopted by UNESCO's General Conference at its thirty-first session in October 2001.
The document is now the internationally acknowledged standard-setting instrument for national
TVE systems in the information age. It takes into consideration contemporary world issues such as
globalization, technological developments including ICTs, the need for gender inclusiveness,
environmental issues, marginalized individuals and the circumstances of countries emerging from
war and social turbulence.
The Revised Recommendation thus represents an invaluable set of guidelines for education
policymakers in general and for all stakeholders of TVE in particular. UNESCO therefore
promotes the widest possible dissemination of the document and encourages its member states to
implement its articles by making efforts to attain and maintain the TVE standards they describe.
1
Similarly, the ILO has updated its policy statement on human resources training and development
following extensive consultations with its member states. The new version of this document,
Conclusions concerning Human Resources Training and Development, was adopted by the
ILO's General Conference in June 2000.
UNESCO's normative instrument on technical and vocational education was published together
with the ILO’s policy statement on training, in several languages. The composite publication of
these two standard-setting documents is likely to make them more easily accessible and hence to
increase the possibility of their use by all stakeholders of technical and vocational education and
training (TVET). The documents are intended to facilitate the work of planners and policymakers
given the inseparable nature of TVE and related training for work. They are also intended to
involve as many TVET stakeholders as possible in the process of preparing competitive, flexible
and adaptable workforces able to seize the opportunities of a knowledge-based, technology-driven
economy.
Following adoption of the Revised Recommendations, UNESCO’s Division for Secondary,
Technical and Vocational Education has been promoting dissemination of the new instruments
through sponsoring regional seminars for this purpose. The first seminar for selected countries in
Asia was held during 24 September-2 October 2002 in co-operation with the National Institute of
Educational Policy Research of Japan.
The second regional seminar was organized by UNESCO in collaboration with the National Board
for Technical Education (NBTE) in Nigeria, with the participation of the ILO. The seminar was
intended to introduce high-level education policy-makers from selected countries in West Africa to
the two normative instruments. These policy-makers discussed appropriate modalities for
implementing the recommendations in their national TVET systems as well as evolved ways and
means of developing closer co-operation among themselves.
Objectives of the seminar
The UNESCO-NBTE regional seminar aimed to achieve the following objectives:
1. Familiarize high-level national education policymakers from participating countries with the
UNESCO normative instrument concerning technical and vocational education and the ILO
document on human resources training and development as well as the aims and objectives of
each. The process behind the development of the documents to their present state will be
described.
2. Discuss the importance of and benefits to be derived from implementing the articles of the two
sets of recommendations in national TVET systems.
3. Discuss possible modalities for implementing the two documents in full or in part in national
TVET systems and the difficulties that may be encountered in the process of implementation.
4. Explore the possibility of establishing regional mechanisms for supporting and reinforcing
national initiatives to implement the two documents.
5. Explore ways and means to revitalize UNEVOC Centres in the region to enable them to play an
active role in co-operation.
2
Participation
Selected countries in the West African Sub-Region were invited to participate in the seminar by
nominating two high-level policymakers working in the field of technical and vocational education
and training. These officials were to be from the Departments of Technical and Vocational
Education and Training in the Ministries of Education and Labour. The countries invited included
the Benin Republic, Burkina Faso, Cameroon, Côte d’Ivoire, Gambia, Ghana, Guinea,
Guinea-Bissau, Liberia, Mali, Niger, Nigeria, Senegal, Sierra-Leone and Togo. Representatives
from UNESCO Headquarters, UNESCO Abuja, UNESCO Dakar, UNEVOC International Centre,
Bonn and the ILO together with several professionals served as resource persons.
Programme components of the seminar
1. Introducing the two standard-setting documents, their aims and objectives and the international
consultative processes by which they were developed.
2. Incorporating the articles and the spirit of the documents in national TVET policy: modalities,
possibilities and challenges.
3. Implementing the documents in national TVET systems through dissemination, advocacy,
mobilizing stakeholders, financing and innovation.
4. Identifying a regional mechanism for reinforcing and supporting national initiatives for
implementing the documents.
5. Revitalizing UNEVOC Centres in the region to play a more active role in co-operation.
Inauguration
The seminar was inaugurated on 8 December 2003. The inaugural session was addressed among
others by the Deputy Governor of Kaduna State, H.E. Engr. Stephen Shekari; The Honorable
Minister of Education who was represented by the Director, Technology and Science Education,
Federal Ministry of Education, Alhaji I.K. Zaifada; the Chairman, Senate Committee on Education,
Distinguished Senator Abdulaziz A. Ibrahim, Jnr; the Chairman, House Committee on Education,
Hon. Dr. Garba Shehu Matazu; Director of Division of Secondary, Technical and Vocational
Education, UNESCO, Paris, Mr. Wataru Iwamoto; and Mr. Albert Koopman from UNEVOC
International Centre, Bonn.
Organisation
Members of the Seminar Organizing Committee were as follows:
1.
2.
3.
4.
5.
6.
7.
8.
8.
Engr. Dr. Nuru A. Yakubu
Engr. Dr. S.N. Mumah
Mr. B.N. Niriyus
Mr. J.O. Orugun
Alh. I. Suleiman
Mal. A.D.K. Mohammed
Mal. L. Hafiz
Engr. M. Habib
Mal. A. Abdullahi
Chairman
Member
Member
Member
Member
Member
Member
Member
Secretary
3
Rapporteurs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Dr S.N. Mumah (Rapporteur General)
Engr. E.A. Adebayo
Mr. E.O.A. Damisa
Mr. I. A. Ifejika
Mrs S. Gami
Mr. C. Ejiofor
Engr. K.M. Abdullahi
Mr. I.O. Olaniyan
Dr(Mrs) M.A. Onjewu
Engr. J.O. Adetoyi
The seminar conducted its work in plenary sessions and in syndicate groups following the
presentation of country reports. Participants were divided into two groups, with each country
represented in each group, to discuss and analyze issues arising from the country reports and to
identify regional mechanisms to implement the UNESCO and ILO recommendations. A draft of
the Issues and Implementation Strategies emanating from the analyses of country reports was
presented at the closing session on 11 December 2003 and adopted with some minor modifications.
An association to be known as the West African Association for Technical and Vocational
Education and Training (WAATVET) was formed and a draft Constitution adopted in principle
prior to final adoption at a General Assembly to be convened in early 2004. The draft Constitution
is presented in Chapter 6. The outcomes of the groups and working sessions are presented in
Chapters 5 and 7.
4
CHAPTER 2
TVET AND HUMAN RESOURCES DEVELOPMENT:
A PANACEA FOR NATIONAL DEVELOPMENT
Keynote Address by Prof. Fabian Osuji, The Hon. Minister for Education,
Federal Republic of Nigeria
“Today, more than ever before in human history, the wealth or poverty of nations depend
on the quality of higher education. Those with a repertoire of skills and greater capacity for
learning can look forward to lifetimes of unprecedented economic fulfilment. But in the
coming decades the poorly educated face little better than the dreary prospects of lives of
quiet desperation”. Malcolm Gillis, President of Rice University, 12 February 1999.
It is a great pleasure for me to be here today in front of an audience of experts in TVET, as I know
that you all exert efforts to sustain and further improve your recognized leadership and excellence
in TVE. Jacques Delors in the UNESCO 1996 reports said and I quote “Education is an
indispensable asset in confronting the many challenges of the future and in attaining the ideals of
peace, freedom and social justice”. The fundamental principle is that education must contribute to
the overall development of each individual, including his or her mind and body, intelligence,
sensitivity, aesthetic sense, personal responsibility and spiritual values.
By the turn of the last century, many developed nations had reached what may be considered full
industrialization and now, in the new millennium, are gearing up for knowledge-based economies.
It is widely accepted that a knowledge-based economic system has become an essential power
factor, even more than the possession of untapped raw materials and energy sources. This is
however true only if the country under consideration has achieved a certain level of technological
development. This is the ultimate outcome of effective and well-implemented policies in technical
and vocational education. However, it is only possible if there is a total and sustained commitment
by all stakeholders to achieve this goal.
At the moment, Nigeria cannot be considered to have achieved that level of development – what
might be referred to as the technological threshold. We must therefore now concentrate on
establishing relevant and effective structures to make that happen. Investing in technical and
vocational education and training (TVET) is one sure route in the process. The Asian tigers (Korea,
Malaysia, India, etc.) are good examples of this.
Lack of technically trained manpower with relevant skills is one of the major factors that hold back
successful industrial growth. Industry, agriculture and trade are the major components that decide
the economic growth and prosperity of any nation. The backbone of all this is undoubtedly
education and more specifically technical and vocational education (TVE) anchored in sound
management of resources. It thus becomes apparent that TVE is the one sector that should receive
the highest priority attention. It is not an exaggeration to state that on it depends our economic
prosperity as a nation.
5
It has been established that the acquisition of appropriate skills – both technical and social – is
required to cope with the challenges presented by the evolving needs of the work place. Education
and training systems that respond adequately to these demands will contribute to efforts to
overcome the growing unemployment and marginalization of young people and adults, particularly
in a developing country such as Nigeria. By providing access to learning experiences designed to
broaden skills, TVET programmes can increase productivity and significantly improve the
fortunes of the unemployed and youths in particular. The consequences of not meeting these
demands are enormous.
The TVE environment
Technical education as entrenched in the National Policy on Education is concerned with
qualitative technological human resources development directed towards formation of a national
pool of skilled and self-reliant craftspeople, technicians and technologists in technical /vocational
fields in academic institutions outside the university system. The two key phrases which readily
come to mind in this type of education are skills acquisition and sound scientific knowledge. These
provide the ability to use one’s hands and machines for production, maintenance and self-reliance.
In other words, they create self-sufficiency in production and maintenance so that dependence on
foreign expertise and goods will be a thing of the past as well as self-employment generation by
individuals. These two key phrases therefore form the basis for achieving the technological
self-reliance which technical education is trying to address today.
The entire exercise of revamping the technical and vocational education sub-sector must be
tailored to regain the lost paradise of confidence and self-assurance. What this means is that
technical and vocational education and training must be such that it leads to self-reliance within the
shortest time possible. This also implies that there is little point in copying the West and borrowing
ideas en bloc without examining whether these are the right ideas for our countries. In terms of
content, this is substantially what empowerment is about. Furthermore, the position of most
parents that only a university education will enable their wards to gain good jobs must be corrected.
This widespread notion has in fact resulted in the number of graduates from our universities far
exceeding the capacity of the labour market to provide appropriate employment. On the other hand
very few are involved in TVET, which is most needed now. It has been observed that quality TVET
programmes and an improved working environment help in improving the respect given to many
vocations.
Political instability has set back the nation’s education system by many years. In order to regain
these years, a total transformation, refocusing and modernization is needed. Changing demands of
the labour market require imaginative and innovative responses. Both public and private
enterprises must respond to and sometimes embrace many external forces, notably new
technologies, e-commerce, globalization, multi-national expansion and the shifting demographics
of the labour supply market.
There has been heavy government involvement in the TVE system around the world but the result
has been disappointing due to exaggerated expectations, particularly in developing countries.
Some countries believe that the government’s role as sole provider and financier of TVE has been
over-emphasized. Similarly, many countries believe that even when the private sector and NGOs
6
are involved in TVE, expectations on TVE systems are unreasonable. The success of TVE systems
depends largely on:
(a)
(b)
addressing non-TVE issues and problems such as quality of general education, investment
in physical and human resources and macro-economic policies; and
good TVE policies that ensure responsiveness to labour market demands and build and
maintain support for implementation of good policy reform.
We are determined to ensure a holistic and integrated human resource development programme for
TVET which prepares the individual to become a responsible, free and mature person equipped not
only with the appropriate skills and latest technological knowhow but also with deep human and
spiritual values and attitudes: a sense of self-worth, self-esteem and dignity as well as the ability to
work by oneself and with others in teams with integrity, honor, honesty, punctuality and
responsibility; adapt to varying situations; know and understand problems and issues; work out
solutions creatively; resolve conflicts peacefully; have a good grasp of the reality of the world,
him/herself and others; possess some general knowledge with specialization in some fields or area
of work; and continue learning and pursuing lifelong education in a learning society.
Constraints to providing quality TVE in Nigeria
My ministry has identified the following issues which have particularly militated against the
advancement of TVE in Nigeria:
a. Inadequate supply of technical teachers
There is an acute shortage of lecturers, instructors and technologists to handle the various technical
and science courses in the TVE sector. This has resulted in inadequate training in some disciplines.
b: Inadequate funding
A poor level of funding has resulted in lack of well equipped laboratories and workshops in our
schools as well as in obsolete and damaged equipment which are not quickly replaced. Where the
laboratory or workshop is well equipped, unavailability of consumables in carrying out
experiments or workshop practices is a problem. Funding affects stockage of these consumables.
Inadequate funding has made it impossible for most technical institutions to run science and
engineering courses and a reflection of this is the fact that more students enrol in non-technical
based courses than science/technology courses in our technical institutions. Unless the funding
situation is improved, it will be difficult for technical institutions to achieve the national target of a
70:30 ratio in favour of technology courses.
c. Social appraisal of TVE
It is an unfortunate fate of TVE in Nigeria that its products are held in low esteem by both
individuals and society. There is no denying the fact that many parents do not prefer their children
to go into technical education except when they are not able to secure admission into universities.
It has been established that less than half of the prospective candidates who gain admission into
technical institutions graduate from them, most choosing to attend universities and other
institutions in the general education sector. This is an apparently disturbing trend as the nation
requires an average of almost four technicians/technologists for every engineer.
7
d. Student industrial work experience scheme (SIWES)
In order to strengthen the practical content of technology education and introduce students to the
world of work during the course of their training, the student industrial work experience scheme
(SIWES) was conceived. This scheme is a vital component of TVE as technologists are produced
through a process of education, training, experience and continuing education. I am aware that the
scheme is not meeting its objectives.
e. Lack of manufacturing engineering infrastructure and practices
The near absence of manufacturing engineering infrastructure in the country impacts negatively on
engineering practice in Nigeria. In Kaduna where we are now, for example, one can only mention a
few, such as the Defense Industries corporation of Nigeria, PAN, United Nigerian Textiles plc and
Kaduna Machine works, that can boast of standard workshops with foundry and machine tools
shop and where there is modern lathe, milling, grinding and drilling etc.
How these problems can be solved in the shortest time possible without sacrificing the long term
interests of Nigeria is the challenge which the nation must resolve.
My ministry is aware of these and other constrains militating against the advancement of TVE and
has already taken steps to address them. You may all recall that in order to address the inevitability
of TVE reform, my ministry conveyed a National Seminar on TVE in 2000 to rethink the input,
processes and products of TVE and propose directions for reforms. The result of that seminar was
the development of the Master plan for technical and vocational education development in
Nigeria (2001-2010). My ministry is already taking steps to implement this plan.
In revamping the entire technical and vocational education sub-sector and in running these
programmes, it is desirable to look into those nations which have been able to refocus their
technical and vocational educational system to contribute significantly to their technological
development. The experiences of South Korea, Malaysia and India come readily to mind. The
case of India is particularly interesting. Although it is economically undeveloped, India is highly
developed in certain technologies – comparable to the best in the world.
The example of South Korea is also quite inspiring. In 1990 the Korean Government adopted a
policy of increasing enrolment in vocational senior secondary schools, aiming at a ratio increase
between general and vocational senior secondary schools from 68:32 to 50:50 by 1995. By 1997
there were 771 technical and vocational senior secondary schools with a total enrolment of 960,037,
thus accounting for 40 per cent of total enrolemnt at senior secondary school level. In this same
year, unemployment stood at 2.6 per cent.
There is no doubt that the relevance and cost of technical and vocational education and training
policies have been hotly debated and continued to stimulate impassioned discussion in the country.
Technical and vocational education is distinguished from general education by its higher delivery
cost, especially at the secondary level and by the options it opens or closes at the secondary and
post-secondary levels. Financing the recurrent cost of educational investments is the main
constraint to further expansion and improvement of the system’s quality in Nigeria. In our country,
8
we have not been able to arrive at an agreed unit cost for technical or vocational education but there
is a general consensus that it far exceeds that for general education. Despite this, funding to these
institutions does not reflect this reality and is in most cases lower than that allocated to general
education. In comparison, Chile’s per student subsidies for secondary industrial and commercial
schools are 25 to 100 per cent greater than those for general education.
Educational reform packages must seek to improve quality without sacrificing quantity: They must
also provide increasing employment opportunities aimed at eliminating unemployment and
underemployment in the country and ensure absorption of trained manpower in appropriate
positions.
Educational reforms have substantial financial implications. This issue is rarely given the priority
it deserves. In most cases, new reform programmes are handed to international organizations who
can do very little without sufficient financial backing from the home government. Proper funding
for educational reform programmes can only be achieved by an increase in the national education
budget which can be achieved through securing new financial sources such as taxation, loans and
cost sharing with parents.
In drawing up new reforms programme for TVE, the government expects to:
a.
b.
c.
d.
e.
help unemployed young people and other workers get jobs;
reduce the burden on university education;
attract foreign investment;
ensure rapid growth of earning and employment; and
reduce earning inequalities between the rich and the poor.
The following findings provide valuable lessons for other developing economies in designing,
administering and monitoring their training programmes:
1. Shorter training courses are more effective than longer courses in raising employment
probabilities and earnings;
2. Training by private providers is more effective than training by public providers;
3. Training does not benefit all groups. Retraining is a substitute for attributes that lead to higher
re-employment probabilities in the absence of any intervention
A holistic and integrated human resource development programme for TVET aims first to develop
all the powers and faculties of the individual, whether these are cognitive, affective or
psychomotor-related. Then and only then can such work values and attitudes as creativity and
adaptability, productivity, quality and efficiency, patience and perseverance, loyalty and
commitment, freedom and responsibility, accountability, the spirit of service and a genuine love for
work itself be developed.
We must realize that education today has become too specialized, compartmentalized and
fragmented. We have not developed all the human powers and faculties. We have tried to educate
the mind but failed to educate the will. Over-emphasis on knowledge has led to a neglect of values,
attitudes and skills. The product of our educational system is an informed and knowledgeable
9
person who may be afraid to be on his own; an intelligent and informed individual; a financial
wizard who may turn out to be unskilled with his hands; a competent technician but not necessarily
a skilful member of the work force.
UNESCO’s concern is centred on technical and vocational education, which it considers to be an
integral part of the Global Education for All initiative. The ILO focuses on training for
employment, decent work and the welfare of workers in the context of the Global Employment
Agenda. Nevertheless, both organizations are mindful of the fact that educational training and
employment are rapidly becoming inseparable, particularly as the notion of a job for life is being
replaced by the necessity for lifelong learning.
I hope that during this seminar we shall arrive at a deeper realization of the urgency of and a
stronger commitment to considering the role and place of TVET in national development in our
individual countries and, furthermore, forge a more lasting mechanism for regional co-operation
for the TVE sub-sector.
I thank you all for your attention and wish you all fruitful deliberations.
10
CHAPTER 3
UNDERSTANDING THE UNESCO/ILO RECOMMENDATIONS
Mohan I.R. Perera
Chief, Section for Technical and Vocational Education, UNESCO Headquarters, Paris
The UNESCO standard setting document on TVET
The West African Regional Seminar on the Implementation of the UNESCO/ILO normative
instruments concerning technical and vocational Education was held successfully thanks to the
efforts of the Executive Secretary, National Board for Technical Education (NBTE) in Kaduna,
Nigeria, Engr. Dr. Nuru A. Yakubu and his team. This is not the first time that the National Board
for Technical Education has performed such a role. The Board is presently co-ordinating the
UNESCO-Nigeria TVE Revitalization Project, which has already been recognized as a success
story. Under this project, a Staff Development Centre for TVE staff has been established in each of
the six geo-political zones of Nigeria and another at the Board. In addition, the Board has
successfully organized the review of 24 No. TVET curricula, mainly in core engineering
specializations with information and communication technologies appropriately incorporated. The
efforts and support of the Nigerian Federal Ministry of Education in developing a viable technical
and vocational education sub-sector is also worth mentioning and appreciating.
UNESCO, an organ of the UN, is responsible for education, science, culture and communication as
a means of developing humanity. One of the aims of this organ is for the more than 1 billion
uneducated people who earn less than one dollar per day to acquire education under the Education
for All Initiative. This initiative introduces uneducated people to the knowledge society of the
twenty-first century. It is also a key policy challenge in the ILO’s Global Employment Agenda.
Indeed, Education for All and Work for All are two complementary issues.
The basic approach UNESCO employs in promoting education for social development is through
well developed normative or standard setting instruments and documents that specify globally
acceptable sound practices in every field of education. These standards guide education authorities
in both the developed and developing countries to work towards a most beneficial standard in all
fields of education. The UNESCO and ILO’s Recommendations on technical and vocational
education and training for the twenty-first century (2002) is one of the standard-setting document
prepared for member states.
The first Recommendation on TVE was adopted by UNESCO’s General Conference in 1968,
updated in 1974 and named Revised recommendation on TVE. In the present time of continuous
economic, social and technological change, skills and knowledge quickly become outdated. Due to
changes such as globalization and IT transformations in communication, the document after being
used for many years must be redesigned to accommodate changing work environments.
Workplaces now demand new skills and knowledge. This made it imperative for TVE to
accommodate these twenty-first century challenges. UNESCO therefore felt that it was necessary
to again revise the standard-setting document in order to address the challenges faced by TVE in
the current order.
11
The above are the positive messages of the publication that contains the major policy statements of
these two UN specialised agencies: UNESCO and the ILO. The Revised Recommendation
concerning technical and vocational education (2001) was adopted by UNESCO’s General
Conference at its thirty-first session in 2001; The Conclusion concerning human resources and
development and training was adopted by International Labour Conference at its eighty-eighth
session in 2000. The recommendations present internationally acknowledged sound policies and
practices on TVET and continuous and lifelong learning and training. These policies are the result
of extensive consultations between member states, federations of professional bodies, employers’
and workers’ organizations and NGOs.
The contents of the statements reveal that UNESCO’s concern centres on technical and vocational
education, which it considers an integral part of the Global Education for All initiative. The ILO
focuses on training for employment, decent work and the welfare of workers in the context of the
Global Employment Agenda. Nevertheless, organizations are mindful of the fact that education
and training are rapidly becoming inseparable, especially as the notion of a job for life is being
replaced by the necessity for lifelong learning.
In 1954, UNESCO and the ILO signed the Memorandum of collaboration in matters of technical
and vocational education and related matters. The two organizations have co-operated on various
occasions and at different levels.
Revised recommendations concerning technical and vocational education
This Recommendation concerns all disciplines and aspects of technical and vocational education.
Technical and vocational education refers to those aspects of the educational process involving, in
addition to general education, the study of technologies and related sciences and the acquisition of
practical skills, attitudes, understanding and knowledge relating to occupations in various sectors
of economic and social life. As part of the total educational process technical and vocational
education, a right under article 26 of the Universal Declaration of Human Rights, is included in the
term ‘education’ as defined in the Convention and the Recommendation against Discrimination in
Education adopted by the General Conference of the UNESCO at its eleventh session in 1960 as
well as in the Convention on Vocational Education in 1989.
In the new relationship between education, the world of work and the community as a whole,
technical and vocational education should exist as part of a system of lifelong learning adapted to
the needs of each particular country and to worldwide technological development. This
arrangement should aim to abolish barriers between levels and areas of education, between
education and the world of work and between school and society. Technical and vocational
education should begin with a broad base facilitating horizontal and vertical articulation within the
education system and between school and the world of work, thus contributing to the elimination
of all forms of discrimination.
There should be a policy formulation administering technical and vocational education in support
of the general objectives adopted for the educational process as well as for current and future
national and possibly regional social and economic requirements. An appropriate legislative and
financial framework should also be adopted. The policy should be directed at both the structural
12
and qualitative improvement of technical and vocational education as stipulated in article 2 of the
Conventional on Technical and Vocational Education (1989) and further described in the
recommendations of the Second International Congress on technical and vocational education
(1999). Technical and vocational education in a modern market economy should be achieved
through a partnership between government, employers, professionals associations, industry,
employees and their representatives, the local community and non-governmental organizations
(NGOs). Technical and vocational education is an investment with significant returns, not a cost.
Governments should therefore recognize this.
Technical and vocational education programmes preparing for an occupational field should:
(a)
(b)
(c)
(d)
aim at providing scientific knowledge, technical versatility and a cluster of core
competencies and generic skills required for rapid adaptation to new ideas and procedures
and steady career development;
be based on analyses and forecasts of occupational requirements by national education
authorities, employment authorities, occupational organizations and other stakeholders;
be interdisciplinary in character, as many occupations now require two or more traditional
areas of study; and
be based on curricula designed around core knowledge, competencies and skills.
Programmes preparing for occupations in small industry, individual farming or the artisan trades,
particularly for self-employment, should include entrepreneurship and elementary information and
communication technology studies. In this way, they will enable those engaged in such occupations
to take responsibility for production, marketing, competent management and rational organization
of the enterprise.
Organizers of continuing technical and vocational education should consider the following flexible
forms of delivery:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
courses and training offered during working hours at the work place;
part-time courses using existing secondary and tertiary technical and vocational education
institution facilities;
evening and weekend courses;
correspondence courses;
courses on educational radio, television and Internet; and
short professional refresher courses.
Guidance should involve a continuous process covering the entire education system and be
directed towards helping all to make conscious and positive educational and occupational choices.
It should take into consideration the needs of industry, the individual and the family while
preparing students and adults for possible career changes which could include periods of
unemployment and employment in the [in?]formal sector.
The learning process for technical and vocational education in the twenty-first century demands an
innovative learner-centred and flexible approach with a reoriented curriculum to take account of
new subjects and issues. Theory and practice should form an integrated whole and be presented in
13
a manner that motivates the learner. Experience in the laboratory, workshop and/or enterprises
should be linked to mathematical and scientific foundations. Use should be made of contemporary
educational technology and particularly the Internet, interactive multimedia materials, audiovisual
aids and mass media to enhance reach, especially in the promotion of self-learning.
Priority should be given to the recruitment and initial preparation of adequate numbers of
well-qualified teachers, instructors/trainers, administrators and guidance staff and to the provision
of continuous professional upgrading throughout their career as well as other facilities to enable
them to function effectively. The salary structure and conditions of service offered should compare
favourably with those enjoyed by persons with similar qualifications and experience in the other
occupational sectors.
Member states should give priority to international co-operation assisted by concerned
international organizations in renovating and sustaining technical and vocational education
systems. Particular emphasis should be placed on the need for developing countries to claim
ownership of technical and vocational education and increase their budget for this sector of
education. Member states should take special measures to make technical and vocational education
accessible to foreigners (in particular migrants and refugees) and their children living within their
territory.
14
THE ROLE OF THE ILO IN HUMAN RESOURCES DEVELOPMENT
AND TRAINING
Mr Amadu Sanda,
Programme Officer, ILO Office, Lagos, Nigeria
Introduction
The ILO’s concern with training dates back to the very beginnings of the Organization. Indeed, the
preamble to the Constitution, which lays down the programme to be carried out by the ILO,
includes “the organization of vocational and technical education among measures to ensure an
improvement in working conditions”. The Declaration concerning the aims and purposes of the
ILO, adopted in 1944 by the Conference in Philadelphia, USA, recognizes “the solemn obligation
of the ILO to further among the nations of the world programmes which will achieve:
a. The full employment and the raising of standards of living;
b. The employment of workers in the occupation in which they can have the satisfaction of giving
the fullest measures of their skill and attainment and make their greatest contribution to the
common well-being;
c. The provision as a means to the attainment of this end under and adequate guarantees for all
concerned of facilities for training and the transfer of labour”.
Decision to revise the human resources development recommendation n°150, 1975.
At its two hundred and eightieth session in March 2001, the Governing Body decided to include in
the agenda of the ninety-first session of the International Labour Conference 2003 a first discussion
on an item on human resources training and development, with a view to adopting a revised
standard in 2004. The decision was based on a proposal in the Conclusions concerning human
resources training and development adopted by the International Labour Conference at its
eighty-eighth session after a general discussion on the topic. The Conclusions proposed that the
ILO prepare a new recommendation that would reflect the new approach to training.
The main ILO instruments in the area of human resources development and training are the Human
resources development convention No. 142 (1975) and Recommendation No. 150. They cover all
aspects of vocational training and guidance at various levels and have replaced Vocational
Recommendation no. 117 (1962) which itself replaced a series of specific standards developed
since 1939 and including in particular the Vocational training Recommendation No. 57 (1939), the
Apprenticeship Recommendation No. 60 (1939) and the Vocational Training (Adults)
Recommendation No. 88 (1950).
Reasons for the revision
Adopted in 1975, Convention No. 142 and Recommendation No. 150 mirror prevailing economic,
social and industrialization policies. At this time, information technologies were still in their
15
infancy, work organization in enterprises was largely based on Taylorism and much of the labour
force was employed in secure wage jobs.
Convention No. 142 is still generally recognized as a valid blueprint to guide countries in
developing their training policies and systems. The Recommendation, on the hand, had lost its
relevance in many aspects although some are still valid. “There is a need for a more dynamic
instrument that is more applicable and used by member states and the social partners in
formulating and implementing policies, particularly employment policies” (Conclusions
concerning, human resources ….. paragraph 21).
Recommendation No. 150 reflects the planning paradigm of the early 1970s. It leaves little room
for demand and labour market considerations and provides little or no guidance on many issues
that are central to contemporary training policy and system reforms under way in member states.
These issues include the policy, governance and regulatory framework of training, the roles and
responsibilities of parties other than the state (e.g. the private sector, social partners and civil
society) in policy formulation and investing in and providing learning opportunities and training;
the move by many countries to provide lifelong learning and training opportunities for all
people; devising appropriate policies and mechanisms for targeting learning and training
programmes at groups with special needs; the shift towards development and recognition of
‘competencies’ that comprise a wide range of work-related knowledge and technical and
behavioural skills and which form elements of many countries’ emerging national qualifications
frameworks; and the need to expand skills development activities that prepare workers for
self-employment.
The new ILO human resources development recommendation
Developing core work skills and ensuring lifelong learning for all is a massive undertaking for any
country, even the richest ones, and can only be achieved over a very long time frame. It is a target
that is continually moving out of reach. The formidable task ahead requires pursuing and speeding
up the education and training reforms begun in many countries. The current momentum should be
maintained by building on a number of recent developments. These include: the changing
perception among all stakeholders on the need for increased investment in human resource
development and training, recently expressed by the ILO Constituents at the Eighty-Eighth Session
of the International Labour Conference held in Geneva in June 2000; the paradigm shift towards
empowering the individual to be the architect of his/her own learning and self development; the
potential of new technologies for learning, education and training; and increasing recognition of
social dialogue as a catalyst to involve all the parties concerned – governments, social partners,
civil society and individuals – in policies and programme for human resources development and
training.
These developments are recent. The ILO’s Human Resources Development Recommendation No.
150 (1975) gives little guidance on how countries, their social partners (employers’ and workers’
organizations) and individuals should build on the current momentum to pursue new policies and
programmes both taking into account training and education needs in both developing and
developed countries today and promoting social equity in the global economy. The ILO has
therefore embarked on developing a new Recommendation that reflects the new approach to
training. It will help its member states to:
16




promote lifelong learning, enhance the employability of the world’s workers and advance the
decent work concept;
improve access and equality of opportunity for all workers to education and training;
promote national, regional and international qualifications frameworks which include
provisions for prior learning;
build on the capacity of the social partners for partnerships in education and training.
The new Recommendation will also:
 recognize the various responsibilities for investment and funding of education and training;
 address the need for increased technical and financial assistance to less advantaged countries
and societies.
Proposed recommendation concerning human resources development and training
The proposed Recommendation will be included in the agenda for adoption by the Ninety-Second
Session of the International Labour Conference to be held in Geneva in June 2004. This
recommendation recognizes the significant contribution made by education, training and lifelong
learning in promoting the interests of people, enterprises, the economy and society as a whole,
particularly considering the critical challenge of attaining full employment, social inclusiveness
and sustained economic growth in the economy. It calls on governments, employers and workers to
renew their commitment to lifelong learning: governments by investing to enhance education and
training at all levels, the private sector by training employees and individuals by making use of
opportunities for education, training and lifelong training.
The Recommendation also takes into consideration the need for consistency between human
resources development policy and other policies important for economic growth and employment
creation such as economic, fiscal and social policies. It acknowledges that many developing
countries require support in the design, funding and implementation of modern education and
training policies to achieve development and economic growth.
The proposed Recommendation is influenced by the rights and principles embodied in the relevant
ILO instruments, in particular the Human Resources Development Convention No. 142 (1975), the
Employment Policy Convention and Recommendation (1964), the Paid Educational Leave
Convention (1974), the ILO Declaration on fundamental principles and rights at work and the
Tripartite Declaration principles concerning multinational enterprises and social policy.
The proposed Recommendation deals with the following provisions:
 objectives, scope and definitions;
 development and implementation of education and training policies;
 education and pre-employment training;
 development of skills and competencies of employed and unemployed workers;
 framework for recognition and certification of skills;
 training for decent work and social inclusion;
 training providers;
 research and training support services in human resources development, lifelong learning and
training;
17

international and technical co-operation.
18
BACKGROUND TO THE UNESCO RECOMMENDATIONS
The following slides were used at the presentation of Mr. Wataru Iwamoto, Director, Division for
Secondary, Technical and Vocational Education, UNESCO Paris. ?????
19
20
UNESCO REVISED RECOMMENDATIONS CONCERNING TVE (2001)
The following slides were used at the presentation of Dr. Hashim Abdul-Wahab, Consultant,
Division for Secondary, Technical and Vocational Education, UNESCO Paris. ????
21
CHAPTER 4
IDENTIFICATION OF MECHANISMS
FOR REGIONAL CO-OPERATION
Engr. Dr. Nuru A. Yakubu, Executive Secretary, NBTE, Kaduna, Nigeria
Introduction
The situation of technical and vocational education and training (TVET) varies widely among
West African member states and delivery systems are diverse, combining school-based provision
with other non-formal training arrangements. This diversity in the provision of technical and
vocational education and training is associated with great disparities in the current state of
technical and vocational education systems. Differences in the historical, political, educational,
cultural and economic contexts largely account for variations in structure and operating conditions.
For these reasons, regional co-operation is desirable among African member states which have a
common cultural heritage and face common problems in the development and provision of
technical and vocational education and training.
Technical and vocational education systems were originally shaped on the model of the former
colonial powers and became the benchmark for training young people for the qualifications
demanded by new emerging enterprises. The system became too expensive, particularly given the
advent of structural adjustments and related public spending cuts. Today, inadequate investment in
technical and vocational education has greatly contributed to its deterioration and further
aggravated its relatively low effectiveness and efficiency. However, emerging common trends can
be identified to better meet the current and rising needs of our countries, while outcomes are
compared among nations. There is therefore a need to explore the possibility of establishing a
regional mechanism that will support and reinforce national initiatives.
Globalization today is associated with the rise of a market-oriented paradigm. The reform process
in technical education has been shaped along similar lines. The policy focus has therefore shifted
from input to output through new financing and certification mechanisms involving private
providers and company-based training as part of the new approach for co-operation. A number of
possible regional mechanisms could be identified during this seminar.
Potential mechanisms for regional co-operation
Below are brief descriptions of a number of potential mechanisms for regional co-operation that
could be adopted and implemented in the West African region.
Information technology co-operation
The world is now really a ‘global village’ brought about by the ICT revolution. Virtually
everything is computerized: There is e-mail, e-business, e-learning, e-education, e-accounting,
e-commerce etc. The graduates of our institutions will not fit into the world of the twenty-first
century unless they are computer literate. Information and communication technology (ICT) must
therefore be an important component of TVET curricula. It is therefore important to share our
experiences among countries within the region.
22
Regional database
The need for basic information (data on TVET activities) among member countries and within the
sub-region cannot be over-emphasised. A databank should be developed. Institutions, countries
and TVE experts (resource persons) specialized in areas such as curriculum development,
accreditation of programmes and non-formal education could be identified and serve as useful
references for TVET institutions. Moreover, they could subsequently provide assistance in
developing a mechanism for improved regional cooperation.
Technological co-operation
There is a need for technological co-operation within the sub region and amongst neighbouring
countries. Technological co-operation requires the co-operation of stake holders within individual
developing countries and among regions. This is particularly the case as communication
technology and the ongoing information revolution has undoubtedly transformed the world
generally into a ‘knowledge society’ characterized by globalization and rapid change.
The technology co-operation phenomenon is a critical challenge posed by globalization. Indeed
globalization, fuelled by the information and communications revolution, signifies a shift from
mechanical processes to biological, chemical and molecular ones. Against this background, the
technology gap between industrialized economies and developing countries is bound to persist.
Therefore, if we continue to give prominence to the policy of acquiring technology in the form of
capital intensive technology and propriety knowledge, this could be tantamount to technological
wastage. It is therefore obvious that progressive attainment of technological growth depends on the
development of strategies for technology acquisition.
Quality assurance in TVE
There is a need for quality assurance in education. Within the context of TVET, quality assurance
is necessary for the development of national standards in technology and industries. In order to
ensure quality in technical and vocational education, the appropriate authorities should create
standards and prerequisites entailing periodic monitoring of all aspects of TVE. This should be a
continuous process until the desired quality and standard are attained by training providers within a
country. A co-operative regional framework, including the study of best practices and research, is
also necessary.
However, to ensure a shared approach to quality and that standards are applied, it is imperative to
implement certain strategies and a framework for shared regional quality assurance. Models for
adoption have been developed in different parts of the world. The aim is to support the
development of ‘quality assurance frameworks’ appropriate to the conditions and realities of the
West African Sub-Region.
It is imperative that quality assurance comprehensively embrace and harmonize different standards.
Indeed, it should be able to examine all input and output processes. Inputs include all factors
23
relating to students (entry qualifications, experience and aspirations), staff (professional
experience, qualifications and development of teaching and aspirations) as well as teaching and
learning (formal and informal methods). Outputs include examination results, employment records
and employers’ views and assessments, etc.
Establishment of regional standards
In this millennium, new trends in technology evolve as quickly as every 1-2 years. Adaptation to
these changes necessitates that evaluation criteria be developed for the accreditation of TVE
programmes in institutions within the sub-region. Such criteria could be used as minimum regional
standards (MRS). Re-evaluation at regular intervals of 5 years based on targets set by providers is
also necessary.
Entrepreneurship
The objectives of TVE are to provide education that emphasizes self-reliance and entrepreneurship.
There is an urgent need within the sub-region to change the orientation of technical and vocational
education towards production of graduates with broad technical skills, an attitude of self-reliance
and the capacity to engage in responsible entrepreneurship for self-employment.
The strategy and mechanisms for institutionalizing entrepreneurship education in technical and
vocational institutions must be developed by TVET providers. However, before entrepreneurship
education can be institutionalized within the sub-regions it is imperative that a conceptual
framework be developed and a policy initiated for institutionalizing and sustaining
entrepreneurship education at the various levels of technical/vocational education.
Entrepreneurship education in technical and vocational education will undoubtedly empower
students to influence decisions that will affect their lives and reduce to some extent the current
unemployment situation. In various countries it will assist students to exploit available resources
that will enhance development both in their sub-regions and around the neighbouring countries.
The underlying assumption of entrepreneurship education across the sub-region is that potential
entrepreneurship candidates will be identified, trained and thus developed as latent entrepreneurial
talents can be enhanced through training.
Provision and extension of adequate support by stakeholders to entrepreneurship will enable the
incorporation of entrepreneurship education into the curriculum of TVE institutions to be
successful and sustainable.
The presence of stable and good governance combined with the activities of labour unions,
physical security and the sustainability of good democratic government are conditions under which
potential entrepreneurs and trainees could launch successful enterprises.
A sustained campaign should directed at ensuring availability of funds for institutional
development and for promotion of entrepreneurship activities by students or graduates who,
following a period of training in a technical/vocational institution, may decide to establish
small-scale enterprises for self-employment. This campaign should also aim to encourage and
24
enhance the public image of entrepreneurs as a desirable alternative career for young people as
against seeking wage employment. Successful co-operation in institutionalizing entrepreneurship
education in TVE would promote transferral of high technology from research and development
laboratories to small mechanized enterprises and also enlarge indigenous entrepreneurial activities.
In this way, it would accelerate industrialization, enhance revenue generation and reduce
unemployment among graduates in the sub-region.
Technical teachers’ exchange programme
Teachers and other professionals should be encouraged to continue to update their training
experiences and education. Exchange programmes within the sub-region will improve lifelong
learning for TVET staff.
Technical teachers and other professional staff are rarely able to share ideas or knowledge with
people from other countries within the sub-region who work in the same discipline. This could be
attributed to differences in culture and language. Notwithstanding these issues, many areas could
be explored for potential collaboration. Teachers who share the same discipline, job and language
could swap positions for a period of time. Alternatively, professionals in a particular country could
be attached to other institutions in other countries in order to share ideas, experiences, knowledge
and skills. Exchange programmes could go a long way in developing and updating teachers’
knowledge as well as that of the institutions involved.
Providers could establish links for co-operation among existing member countries to ease
problems encountered during exchange programmes. A forum of linkage between the various
institutions and stakeholders in the region is to be created for positive co-operation and
development among technical teachers.
Co-operative education
One major area for regional co-operation is co-operative education. This is imperative for
addressing the critical challenges of globalization. Indeed, co-operative education is one of the
indices used for measuring the technological development of a country and helps to bridge the gap
between technological development and under-development. One of the problems in research and
development (R&D) is poor collaboration between industries and educational institutions.
Institutions continually produce graduates for industrial usage without considering the manpower
needs factored by type of manpower, area of specialization, quantity produced and gender
diversification.
There should be strong reciprocal linkage between industries (demand), graduates (manpower
type) and educational institutions (supply). What is required in co-operative education is practical
value-adding collaboration between industry and education. This includes providing input in the
curricula design and development process according to the needs of industry and internships for
both students and teachers, thereby encouraging teamwork between industries and educational
institutions focused on research and development.
Sustaining close collaboration between industry and the training institutions of different member
countries is also a vital aspect of co-operative education. Co-operative educational activities
25
between teachers/professionals and industries within the sub-region can come in the form of joint
training and collaborative research. This will enable teachers/professionals within the region to
share experiences in their respective specialization areas or fields as well as to absorb the social
and occupational conditions of the job through contact with other existing regions. Co-operative
education can also assist to a certain extent in the improvement of the on-the-job performance of
graduates and consequently increase job capacity/output.
Shared curricula development
A curriculum is the totality of a series of planned experiences offered to the student under the
guidance of the institution for the purpose of modifying learning. It provides the basis of the
education industry. The curriculum is the essential component of any successful academic
programme as all the activities of an institution revolve around it.
The content of the curriculum for each discipline should be written in terms of both general and
performance objectives. Performance objectives are educational objectives which identity
precisely the type of behaviour students will be able to exhibit at the end of a course. Clear
statements of behavioural objectives are derived from a thorough analysis of the task to be
accomplished by students to meet the established goal(s) of the programme. These statements are
usually expressed in three domains: cognitive, affective and psychomotor. Indeed, the expression
of performance-based curriculum through behavioural objectives simplifies the interpretation of
curricula contents to new and inexperienced teachers and removes ambiguity inherent in the
interpretation of subject matter in a programme. It is also a useful tool for evaluating students’
work. Description of curricula content in behavioural terms should be made an inherent part of the
TVET curriculum and this experience should be shared among member countries.
Regional policy dialogue
Technical and vocational education and training has undergone a number of policy changes in the
West African sub-region. This is related to changes in government and politics. As a result, the
emergence/encouragement of private sector training has dominated many of the reform strategies
adopted by the governments of various countries.
Most private TVET providers operate in an uncontrolled manner with very little or no
governmental support or regulation. This has contributed negatively to the progressive
underdevelopment of the technical and vocational education sector. One major area for regional
co-operation is regional policy dialogue. As a result of the recognition of the importance of TVET
in the development of a nation, most countries in the sub-region have established a Ministry of
Science and Technology in order to enhance, facilitate and co-ordinate technological
developments.
Guidance and counselling
An educational career information service centre is necessary if stakeholders, teachers and students
are to explore and become aware of the contingencies of stability and change that mark their
development.
26
People must explore the position and areas they occupy as they move through one or more possible
career pathways. Guidance and counselling enables the individual to understand his/her choices
and the consequence and sequences of choices in all spheres of life. Lack of self-development
knowledge often leads to failure, rejection and defeat. On the other hand, self-development
knowledge leads to positive image and encourages individuality. Guidance and counselling helps
broaden individuals’ horizons.
The goal of an information service is not only to impart information but also to stimulate
individuals to appraise ideas, conditions and trends critically in order to device personal meanings
and implications for the present and future. It should also enable individuals to seek out, recognize
and use all relevant information necessary for self-development.
Counselling and guidance help students know who they are by becoming aware of their personal
identity, the environment in which they live and the people with whom they interact.
We appreciate the fact that for the TVET education system to succeed, guidance and counselling
have a major role to play. Career officers and counsellors should therefore be appointed to TVET
institutions across the region. Guidance and counselling should feature in the curriculum of
educational programmes in all institutions.
Adequate attention should be paid to guidance and counselling in TVET to allow students to
expend their time and energy in a useful way and reinforce positive academic performance.
Providers should co-operate and encourage the establishment of good counselling centres by
providing necessary guidance and counselling facilities. They can also incorporate a guidance and
counselling orientation as part of the TVET scheme to assist students in adjusting to the
institutional environment and its demands.
CONCLUSION AND RECOMMENDATION
In concluding this paper, it is imperative for member states to develop mechanisms for regional
co-operation which will enhance technological development, empower citizens, stimulate and
sustain TVET activities within the region and subsequently enhance employment, improve the
quality of life, lessen poverty, limit the incidence of social vices factored by joblessness and
promote a culture of peace, freedom and democracy within the West African sub-region. It is
therefore recommended that an association be formed to link all technical and vocational education
activities in the West African sub-region.
27
CHAPTER 5
COUNTRY REPORTS
Situation analyses, issues and strategies
The country reports cover a wide spectrum of issues. In analyzing reports from the various
countries, it was realized that many issues were common while some were peculiar to certain
countries in the sub-region. The common issues were considered in detail during the syndicate
group sessions. These issues are presented below.
Quality
The need to provide quality TVET cuts across the region. Attempts to upgrade curricula and
improve teaching skills, funding and staffing are related concerns. However, funds to enhance
success in these regards are meagre so the focus is on how to prioritize these concerns in order to
achieve the desired quality of TVET.
Relevance
TVET programmes need to be reviewed constantly to ensure their relevance to labour market
demands brought about by rapid changes in industrial processes and continued practice. Relevance
is therefore a critical matter in TVET. What strategies can be put in place to maintain the relevance
of TVET in view of our present and future development needs? How can we be responsive to our
ever increasing and changing economic demands?
Staff
Closely related to the relevance of TVET programmes is the issue of reskilling and upskilling of
teachers who implement these programmes. Such staff, apart from being qualified academically,
require an in-depth knowledge of industry. Periodic industrial attachment is therefore paramount.
There is also the issue of poor conditions of service for TVET teachers. Indeed, their welfare
conditions in most cases do not compare favourably with those in other sectors in higher education.
Furthermore, the industrial sector offers in many cases much better conditions of service, thereby
depriving the TVET sector of qualified personnel. Governments must ensure that TVET staff are
appropriately remunerated, like their counterparts in industry and other education sectors, so as to
retain them in the TVET sector. The issue therefore is how to attract and retain qualified staff in the
TVET sector.
Financing of TVET
Generally, funds available for TVET across the sub-region are grossly inadequate. In most
countries the government supplies the greater share of funds. The scenario across the sub-regions
shows that other sectors in higher education always have greater priority when it comes to funding.
How can governments be encouraged to invest more in TVET? How could the resources available
to TVET operations be increased and optimized? How can the cost for implementing TVET
programmes be shared?
Articulation and lifelong learning
28
The acquisition of new skills and knowledge is important for individuals and their countries at
large. This has implications for lifelong learning. How therefore do we promote lifelong learning
and at the same time ensure that qualifications received from such endeavours are recognized
across the sub-region? Is there any recognized curriculum to enhance the practice? Would the
practice be favourable to people in various sectors of the economy? Does such training enhance
mobility?
Learner-centred learning
Available methods for teaching/learning across the region are mainly traditional and
teacher-centred. Learning in most cases takes place in very large classes where teaching is
theoretically based and involves little or no application of ICTs, amongst other problems. There is
therefore a need for workers to be equipped to face new challenges in their workplaces. Hence the
need for teaching in TVET to shift from being teacher-centred to learner-centred. How can this be
achieved in TVET?
Status of TVET/guidance
Guidance and counselling is very useful in assisting students to make a career choice in TVET.
However, up-to-date information on occupational guidance is either unavailable or scanty in the
sub-region. The concern here is how to make TVET programmes better known and convince
people of their prospects in the sector. Does the TVET sector have qualified guidance and
counselling personnel? How can students be made to appreciate the importance of guidance and
counselling in career choices?
Partnerships
To achieve a successful TVET programme in any country, there should be very close collaboration
between relevant ministries such as those of labour and education in addition to collaboration
between training institutions and industry. Indeed, all stakeholders must be involved in the various
aspects of TVET. Attempts should always be made to strengthen such collaborations. How can
they be enhanced?
Planning
In many countries of the sub-region, there is no formal institution responsible for planning and
implementing TVET policies. Hence, available TVET practices are rather fragmented or lack
co-ordination. What then should be done across the region to improve the planning and
implementation of TVET?
ICTs
Many countries in the sub-region have not adopted the use of ICTs in TVET, whereas this should
have been paramount. There is also the issue of the cost of incorporating ICTs in relevant areas of
TVET. There is therefore a need to encourage use of ICTs. How can this be achieved in the
sub-region?
Accessibility
Other than countries in specific situations such as war, there is still an inequitable balance between
people who are receiving training in TVET and those who are not. There is also the issue of gender
disparity in TVET. How can TVET be made more accessible to all?
29
Globalization
Globalization is constantly introducing new challenges that require personnel to reskill and upskill
if they are to remain relevant. What are the steps to be taken to improve staff development
processes in member countries? How can co-operation among member nations in the area of
TVET assist our sub-region to adequately prepare for the ever-changing global economy?
Informal economies
In most countries of the region, a majority of employed people work in the informal economic
sector, such as for example in small and micro-scale unregistered institutions. However, the
educational structures present in member nations are mostly aimed at preparing students for the
formal sector. The reality is that the formal sector does not have the capacity to accommodate those
graduating from TVET institutions. How then can TVET ensure that more of its products are
trained for work in the informal sector? What special area of training is needed to enable them to
survive in this sector?
Regional co-operation
Every country across the region has its specific expectations of TVET. However, an initial analysis
of these shows many similarities. There is therefore an urgent need to co-operate in the
implementation of certain regional policies to further achieve national TVET goals. How can
better regional co-operation in the field of TVET achieved?
Rural communities
Most people in our region are farmers who live and work in rural areas. Most of these areas are
located far from places where TVET can be accessed. The problem here is how to ensure that
TVET skills are available even to people in rural communities. How relevant and accessible are
TVET programmes to rural dwellers and more particularly to farmers in these areas?
A number of these issues, which as we have seen cut across the sub-region, will now be considered
in detail. The strategies presented are derived from the country reports presented by member
countries.
QUALITY ASSURANCE
Issues:
■
■
■
Available resources such as relevant personnel, equipment and facilities for TVET are
grossly inadequate. This could be linked to funding and has led to cutbacks in student
enrolment and in some areas to pressure on available resources.
Many countries in the sub-region do not have regulatory agencies for TVET.
The informal sector in most countries of the sub-region is larger than the formal sector,
whereas TVET programmes as presently operated prepare people mainly for the formal
sector. Furthermore, the informal sector is neither co-ordinated nor organized.
Strategies:
■
National bodies for regulating TVET programmes to be established in member countries
that do not have one already. This can easily be achieved by working with those countries
that already have one in the spirit of regional co-operation.
30
■
■
■
■
Minimum guide curricula for TVET implementation in the sub-region to be developed.
Student enrolment for TVET programmes to be commensurate with available resources.
Budgetary allocation for TVET programmes to be substantially increased.
The informal sector of the economies of the countries in the sub-region to be regulated to
ensure quality control and certification.
RELEVANCE
Issues:
■
Relevance of TVET to labour market demands in most countries of the sub-region is a
problem. Training programmes frequently do not meet labour market requirements.
Training programmes in many areas are outdated.
Strategies:
■
Constant review of curricula of TVET programmes to meet employment needs.
■
Industries to specify required TVET programmes.
■
Involve all stakeholders in the drafting of TVET curricula.
■
Individual countries to aim to train more people in the fields where they have competitive
advantage.
■
Establish manpower boards to advise governments on the various countries’ labour needs.
GLOBALIZATION AND TVET
Issues:
Despite common issues, there is a problem of non-uniformity in the implementation of TVET
programmes in countries of the sub-region, resulting in immobility of labour across the sub-region.
Upskilling and reskilling of personnel to enhance their global relevance is therefore a common
imperative in the sub-region.
Strategies:
■
TVET programmes to aim at training personnel to meet national, regional and international
standards.
■
TVET programmes to be harmonized to enhance mobility of labour not only in the
sub-region but internationally.
■
More contacts at professional level for personnel involved in TVET in the sub-region.
INFORMATION AND COMMUNICATION TECHNOLOGIES
Issue:
Application of ICTs in delivery of TVET is still not a reality in many countries of the sub-region as
more often than not it is not applied in teaching and learning. Indeed, many countries in the
sub-region have not yet developed well-defined ICT policies.
Strategies:
■
Member countries to formulate national policies on ICTs.
■
ICT policies be developed to adequately address relevant ICT issues in education and
training.
31
■
■
■
■
Governments in the sub-region to make use of ICTs mandatory at all levels of education
through adequate financial provisions for tools and resources in addition to the
development of relevant IT curricula.
Governments to establish facilities for electronic distance learning networks and ensure
effective internet connectivity.
Governments to promote ‘training-the-trainers’ schemes to enhance capacity building in
ICTs.
TVET institutions and specialized centres to be empowered to develop ICT capacities at
various levels in the countries of the sub-region.
IMPLEMENTING A LEARNER–CENTRED APPROACH
Issues:
Current TVET curricula in most countries of the sub-region are teacher-centred rather than
learner-centred. Students in TVET are therefore not able to benefit from application of this
approach and this has reflected immensely on the quality of the graduates.
Strategies:
■
Review curricula to be learner–centred.
■
Train teachers to adopt a learner–centred approach.
■
Project approach in TVET to be encouraged, shifting the emphasis from learning in the
classroom to the workshop.
■
Learners to be made the focal point in the teaching/learning process at all levels of TVET.
■
Assessment process in TVET institutions to be reviewed to reflect the shift from
teacher-centred learning to learner-centered learning
PARTNERSHIP AND CO-OPERATION IN TVET
Issues:
In many countries in the sub-region, partnership and regional co-operation in TVET is generally
lacking.
Strategies:
■
TVET institutions to enter into partnership with other institutions in the sub-region to
pursue common goals.
■
Formation of a regional association to enhance competitiveness and speedy solution of
common challenges.
■
The establishment of a regional information database.
LIFELONG LEARNING
Issues:
■
■
■
There is no culture of continuous education in the sub-region.
There are no guidelines for the recognition of skills acquired in the informal sector.
There are no established pathways for lateral conversion from the informal sector to the
formal sector.
32
■
There is no established mechanism for assessment to determine equivalent qualifications in
the informal sector.
Strategies:
■
Increase awareness among the population of the need for continuous education.
■
Enact laws that compel enterprises to grant study leave to their workers for training
purposes.
■
Set up accreditation systems in the various countries of the sub-region to determine
equivalence in qualifications.
■
Introduce distance-learning programmes so that people need not leave their place of work
to acquire further training.
■
Establish a trust fund with contributions from the private sector to complement government
funding for lifelong learning.
■
Organize the informal sector into trade associations to facilitate training, information
dissemination and evaluation of acquired skills.
■
Adopt ‘train-the-the trainers’ programmes as a component of lifelong learning.
■
Develop institutional training programmes to make people versatile and able to change
their area of specialization to suit future career goals.
■
Ensure continuity in training through transfer of credit from one institution (informal base)
to another institution (formal base).
TVET AND THE INFORMAL SECTOR
Issue:
Although the informal sector contributes significantly to national development for the various
countries in the sub-region, it is not properly co-ordinated and beneficiaries are often ignorant of
emerging developments and trends in their trades.
Strategies:
■
Evaluate and formalize the informal sector to allow for horizontal and vertical mobility.
■
Forge co-operation/partnerships between the informal sector and TVET institutions to
enhance their skills.
■
Adopt the short-term use of local languages for training artisans.
■
Train master-artisans to retrain apprentices.
■
Organize the informal sector into trade associations to help address their needs and provide
them with theoretical knowledge and recognition after evaluation.
FINANCING TVET
Issue:
Governments in the sub-region have not shown strong commitment to adequate funding of TVET.
Budgetary allocations to TVET in member countries consistently fall short of the recommended
minimum allocation.
Strategies:
■
Increase awareness among policy makers in the sub-region of the importance of TVET in
national development.
33
■
■
■
■
■
■
■
Persuade governments to allocate adequate funds to TVET in the budget.
Make beneficiaries of TVET systems contribute minimally to the cost of their training.
Establish contributory fund schemes and introduce appropriate policies that will make
other stakeholders contribute to the funding of TVET.
Establish mechanisms for internal generation of funds through consultancy services and
production centres.
Approach donor agencies for possible financial assistance to support TVET.
Establish industrial banks to provide loans to encourage informal sector growth.
Establish scholarships schemes specifically for TVET.
ACCESSIBILITY
Issues:
■
■
■
The multiplicity of people in terms of age, tribe, culture and level of literacy compounds the
problems of accessibility of TVET.
The geographical location of many TVET institutions renders access difficult for many
people. Many TVET institutions are in urban areas, thereby restricting access to those in
rural areas.
Statistical data across the sub-region reveal that the percentage of girl-children involved in
TVET is very low.
Strategies:
■
Establish linkages between the various levels of teaching to allow people of various
backgrounds to access to TVET at all levels.
■
Extend accessibility to various geographical areas rather than concentrating them in a few
urban areas.
■
Enhance access through publicity to sensitize and promote TVET where opportunities are
not well known.
■
Formulate a legal framework that recognizes the right of every citizen to access TVET.
■
Enhance the development of relevant infrastructure to promote greater access to TVET.
■
Establish a sub-regional co-operation framework on accessibility to TVET so that students
can undertake programmes that are not well developed in one country in another country
with facilities for training.
■
Extend accessibility of TVET to the handicapped and minorities.
■
Conscious efforts to be made with periodic monitoring to attract and retain girl-children in
TVET. Special incentives should be introduced to encourage them to enrol in TVET
institutions.
■
Develop a mechanism to make TVET accessible to the informal sector.
STAFFING IN TVET INSTITUTIONS
Issues:
■
■
■
There is a shortage of qualified TVET teachers in many programmes and trades.
Many of the teachers in TVET institutions lack the practical experience required for
effective training.
Staff development is not a regular activity in the work scheme of most TVET institutions.
34
■
Rapid developments in technology and the introduction of new teaching facilities have
affected delivery on many occasions
Strategies:
■
Develop a system for the training and retraining of technical teachers at all TVET levels.
■
Establish a mechanism to ensure that teachers in TVET institutions acquire pedagogical
skills in addition to their professional training.
■
Establish partnerships with industry so that TVET teachers can undertake work experience
to acquire practical skills and that industry experts can participate in teaching and training
students.
■
Provide incentives such as improved remuneration and study leave to TVET teachers to
make the profession attractive to qualified people.
■
Develop a programme for the training of TVET teachers in management and administration
in order to enable them to establish proper linkages with their environment.
■
Strengthen regional co-operation through the exchange of teachers and establishment of
sub-regional schools for TVET.
■
Provide technical fora to enable TVET personnel to become acquainted with developments
and emerging trends in their various fields.
GUIDANCE AND COUNSELLING IN TVET
Issue:
There is no established structure for guidance and counselling in TVET in member countries.
For this reason, problems are encountered in students’ career choices and eventual employment.
Strategies:
■
Develop a mechanism for disseminating information on career choice and employment.
■
Establish a guidance and counselling unit in every TVET institution.
■
Develop a monitoring system to collate and analyze information concerning trends in the
job market and relate them to TVET needs.
■
Establish industrial liaison units in TVET institutions to serve as linkages between industry
and institutions.
■
Encourage partnerships with relevant stakeholders involved in the delivery of TVET such
as parents, social organizations and NGOs through the establishment of associations.
■
Approach UNESCO to help TVET institutions raise awareness among member states of
the need to provide guidance and counselling through workshops or seminars.
■
Develop instruments for selection such as aptitude tests and preference survey tests.
MECHANISMS FOR REGIONAL CO-OPERATION IN TVET
Several of the aspects discussed above can best be developed in a spirit of regional co-operation.
Regional strategies should be developed in the following areas:
Curricula development
Issues:
35
TVET systems were originally shaped on the models of the former colonial powers. There is
therefore a need for co-operation in the area of curriculum development to suit the local needs of
individual member states in the West African sub-region.
Strategies:
■
Adopting a shared curriculum development approach within the sub-region. This will lead
to improved resource use and a wider area of coverage.
■
Description of curricula content in behavioural objectives to be made an inherent part of
TVET curriculum. This experience should be shared.
■
Changing the orientation of TVET within the sub-region towards the production of
graduates versed in technical knowledge and skills and possessing the necessary
entrepreneurship.
Globalization and co-operation in ICTs
Issue:
Globalization has led to the rise of a market-oriented paradigm in TVET. Reform processes in
TVET must therefore be shaped along similar lines. Regional/sub-regional co-operation is now an
imperative among member countries as they have a common cultural heritage and face common
problems in the development of their TVET systems. As virtually every profession strives towards
computerization of its activities, graduates from our TVET institutions may not fit into the world
of work unless they are computer literate. Investment in this field is however capital intensive.
Strategies:
■
Emerging common trends can be identified and improved upon to better meet the needs of
our region by exploring the possibility of establishing regional mechanisms that can
reinforce national initiatives.
■
Establishment of a regional information database will be an asset in regional information
dissemination.
■
Establishing co-operation in technology sharing: This is a critical phenomenon in
globalization.
■
Establishing regional technical/technology co-operation for rapid growth in technology
capacity building and expertise.
■
Establishing fora for regional policy dialogue.
Quality assurance in TVET
Issue:
To ensure high quality TVET, appropriate authorities should create standards and prerequisites
requiring periodic monitoring of all aspects of TVET. A sustained process must be pursued until
training providers attain the desired quality. A co-operative regional framework including study of
best practices and research is necessary in this area.
Strategies:
■
Adopting regional standards: Adaptation to rapid technological changes necessitates that
evaluation criteria be developed for the accreditation of programmes and trades in TVET
36
institutions within the sub-region to maintain standards and assist regional exchange of
students, staff and expertise.
■ Adoption of minimum regional standards (MRS).
Manpower transfer
Issues:
The situation in TVET varies widely among West African States and delivery systems are diverse.
Some countries combine school-based provision with other non-formal training arrangements.
Differences in the historical, political, educational, cultural and economic contexts largely account
for variations in structure and operating conditions.
Strategies:
■
Establish regional co-operation to strengthen manpower mobility.
■
Establish regional co-operation to encourage self-reliance and promote capacity building
for entrepreneurship and self-employment.
■
Exchange of technical teachers and instructors. Teachers and other professionals should be
encouraged to continue to update their skills.
■
Establish exchange programmes within the sub-region to improve lifelong learning for
TVET staff and increase sharing of ideas and expertise.
■
Establish co-operative education: possibility of inter-country exchange in industrial
training.
Guidance and counselling
Issues:
For TVET programmes to be successful, guidance and counselling must be accorded high priority.
Guidance and counselling should be given adequate attention in TVET.
Strategies:
■
Establish guidance and counselling units in TVET institutions.
■
Include guidance and counselling in the TVET curriculum or educational programmes in
all institutions across the region.
■
Appoint career guidance and counselling officers in TVET institutions.
FORMATION OF A REGIONAL ASSOCIATION
Having reviewed the above issues and strategies, we conclude that there is a need to form an
association to foster linkages and joint activities in TVET within the West African sub-region. The
Association is to be called The West African Association for Technical and Vocational Education
and Training (WAATVET).
Aims/objectives
■
To improve the standard of technical and vocational education and make it a pervading
development imperative for West Africa.
■
To continuously support the development and management of TVET in West Africa.
■
To open to all in the sub-region opportunities for self-realization and self-fulfillment in the
direction of natural desire and motivation.
37
■
■
To serve as a defence against poverty brought about by lack of job skills and under
development in the sub-region.
To dialogue on modalities for producing the technical manpower necessary to restore,
revitalize, operate and sustain the regional economy.
Details on this association are as listed in its draft constitution.
Remarks and observations
Participants welcomed the proposal for the establishment of a regional association. They submitted
that the seminar would have been incomplete without this kind of proposal. The proposal as well as
the content of the draft constitution were unanimously accepted. It was observed that through such
an association, technical aid for such issues as the provision of textbooks could easily be facilitated.
It was suggested that membership not be restricted to regional member states but be opened to
others on affiliate status.
After exhaustive deliberations, members accepted the proposal through a motion that was
unanimously passed. It was further agreed that a committee to study the draft Constitution and
make further recommendations for consideration and adoption by the participants during the next
session be set up. The members of the committee elected to study the Constitution were:
1. Engr. Dr. Nuru A. Yakubu
- Nigeria
2. Mr. Patrick Kwesi Jimpetey-Djan
- Ghana
3. Mr. Danouma Malick Traoré
- Burkina Faso
4. Mr. Daouda Simbara
- Mali
The committee met on Wednesday 10 December 2003 and considered the draft Constitution.
The committee further resolved to recommend as follows: 1.
Adoption of Constitution in principle, as presented;
2.
Appointment of an Interim Board to work towards the convening of a General Assembly
to ratify the Constitution;
3.
In the meantime members will inform their respective ministries/organizations of the
formation of the Association, with a view to taking their ministries along;
4.
The Secretariat of the Interim Board will formally write to each member informing
him/her of the formation of the Association and any other relevant matter pertaining to
the Association;
5. The Interim Board will convene the General Assembly of the Association to
ratify the constitution and elect Officers of the Association by the end of June, 2004;
6. The Interim Board should approach UNESCO and UNEVOC towards the
formation of the Association and for these bodies to continue co-operation with the
Association in the future.
Participants accepted the above report. As recommended in the report, members of the Interim
Board of the West African Association for Technical and Vocational Education (WAATVET) were
nominated and approved.
The members elected to serve on the Interim Board of WAATVET are:
38
1.
2.
3.
4.
5.
6.
Dr. Nuru A. Yakubu-Nigeria (Chairman of the Interim Board)
Mr. Danouma Malick Traore - Burkina Faso
Mr. Patrick Kwesi Jimpetey-Djan - Ghana
Mr. Daouda Simbara - Mali
Mr. Ousman G.M. Nyang - Gambia
Mr. Pierre Maka - Guinea
39
CHAPTER 6
THE DRAFT CONSTITUTION OF THE WEST AFRICAN ASSOCIATION
FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
(WAATVET)
At the Regional Conference on Implementing UNESCO/ILO recommendations for technical and
vocational education and training held at the National Board for Technical Education (NBTE)
Kaduna, Nigeria between 8-11 December 2003, this Constitution was proposed and approved.
PREAMBLE
We, the policy makers on technical and vocational education and training (TVET) in the West
African sub-region, mindful of the problems and challenges facing our TVET institutions;
AWARE that many of the problems encountered can be solved by developing a system under which
there is effective co-operation and consultation among the institutions concerned;
CONSCIOUS of the responsibility of our institutions in achieving and maintaining world academic
standards and evolving over the years a pattern of TVET in the service of our countries and peoples,
yet promoting a bond of kinship to the larger human society;
APPRECIATIVE of the manifest wish on our part for co-operation in various aspect of academic
and training activities while preserving the integrity of our various institutional practices,
procedures and methods;
ENDORSING and appreciative of the recommendation of the UNESCO and ILO;
EXPRESSING gratitude to UNESCO for having taken the initiative to implement the
recommendation of the West Africa UNESCO Regional Seminar.
HAVE RESOLVED to establish an association to achieve our aims and objectives, to act always in
the general interests of individual member institutions, in accordance with our collective policy,
and to adapt our practice to our requirements in whatever ways may be considered useful and
desirable, within the spirit of the WAATVET .
ARTICLE I
1.1.0 NAME
The association shall be named the West African Association on Technical and Vocational
Education and Training (WAATVET).
ARTICLE II
2.1.0 AIMS AND OBJECTIVES
The aims and objectives of the Association of West African Association on Technical and
Vocational Education and Training, hereinafter called the Association, shall be:
2.1.1 To stimulate exchanges of experience and ideas by providing a forum for discussion of
matters of common interest and arranging meetings, conferences and seminars.
40
2.1.2 To study and improve the content and methods of teaching in TVET institutions and in
particular the associated curricula, syllabi and examinations and to study and improve the
organisation and management of such institutions.
2.1.3 To disseminate information and publications on matters of interest to member institutions,
about the member institutions themselves and about TVET in particular subject areas.
2.1.4 To study, in co-operation with governments and industry, the problems and needs
associated with national development and with the transfer and development of technology.
2.1.5 To provide to members common services such as documentation and library services as
may from time to time be agreed.
2.1.6 To facilitate collaboration in any other way agreed by members to advance their common
interests.
ARTICLE III
3.1.0 STATUS
3.1.1. The Association shall be a specialised organisation within its areas of competence and in
furtherance of its aims and objects. To this end the association shall seek the necessary
recognition from governments from which it draws its membership.
3.1.2 The Association shall negotiate observer status and any other status deemed appropriate
with various United Nations specialised agencies and other international agencies engaged
in activities consistent with its aims and objects.
3.1.3 The Association shall negotiate a Headquarters agreement with the host government, being
a government of a West African country in which the members resolve to seat the
Secretariat.
3.1.4 All agreements entered into on behalf of the Association must be attested to by the
signatures of the Chairman and the Secretary-General or officers for the time being
exercising the powers of these offices. Such agreements will be deemed effective on the
date of attestation providing the negotiations are conducted in a manner not inconsistent
with other sections of this constitution.
3.1.5 Notwithstanding any recognition given to the Association and pending any negotiations as
to its status, the Association shall continue to perform functions in furtherance of its aims
and objects.
ARTICLE IV
4.1.0 MEMBERSHIP
4.2.0 THE MEMBERSHIP OF THE ASSOCIATION SHALL BE MADE UP OF THE
FOLLOWING:i.
Directors General/Chief Executive Officers of TVET agencies.
ii.
Directors of Ministries responsible for TVET .
iii
Directors General/Chief Executive Officers of Industrial Training Funds or similar
Agencies
iv
Heads of UNEVOC Centres
v
Head of other institutions, agencies or organizations responsible for TVET policy in West
Africa.
vi.
Associate Members who may be appointed by the General Assembly.
41
ARTICLE V
5.1.0 RIGHTS AND DUTIES OF MEMBERS
5.1.1. Members of the Association shall enjoy the same rights and privileges and have the same
responsibilities.
5.1.2 The rights accorded to any member of the Association by this Constitution may be
suspended by a decision of the Executive Board in the case of those members who do not
fulfil their obligations with regard to payment of their subscriptions.
5.1.2.1 Associate members shall enjoy such rights and duties as shall from time to time be
prescribed by the Executive Board. Such rights may include participation in training
activities and services of the Association as are deemed beneficial to the Associate
members. The duties may include payment of reduced dues and subscription. Associate
members shall have no voting rights during a General Assembly.
5.1.3 Members and Associate members shall automatically lose their privileges and voting rights
if they are at least 2 years in arrears of payment of their subscriptions. In exceptional
circumstances, the Executive Board may allow such members to retain the privileges where
convincing evidence has been presented to the Board.
ARTICLE VI
6.1.0 FINANCIAL CONTRIBUTIONS
6.1.1 The annual subscription to be paid by each member of the Association, at least 1 year in
advance, shall be set by the Executive Board in accordance with a scheme approved by the
General Assembly of the Association.
6.1.2 The Board may collect the subscriptions biennially in advance or over such periods as may
be deemed appropriate.
6.1.3 Within guidelines approved by the General Assembly, the Executive Board may accept
subventions and donations for purposes which are consistent with the objective of the
Association.
6.1.4 Contributions may be paid into WAATVET Account in any country designated by the
Board.
ARTICLE VII
7.1.0 ORGANS AND INSTITUTIONS
The Association shall have the following principal organs:
7.1.1 The General Assembly
7.1.2 The Executive Board
7.1.3 The Finance and General Purposes Committee
7.1.4 The Secretariat
7.1.5 Specialised Committees as may be established by the Executive Board.
ARTICLE VIII
8.1.0 THE GENERAL ASSEMBLY
8.1.1 The General Assembly shall be the supreme authority of the Association. It shall:
(a)
Determine the general policies of the Association;
(b)
Approve the programmes and budget of the Association;
(c)
Set out general policy directives to be executed by the Executive Board;
42
(d)
Receive a report from the Executive Board on the activities of the Association
since the last Ordinary Session of the General Assembly;
(e)
Elect the Chairman of the Association and members of the Executive Board;
(f)
Approve the terms, conditions and procedure for the appointment of a
Secretary-General by the Executive Board;
(g)
Direct the Executive Board to undertake such other tasks as are compatible with the
aims and objects of the Association.
8.1.2 The General Assembly shall be composed of all the members of the Association. Associate
members may send non-voting participants to the Assembly. The quorum at a General
Assembly shall be one-third of the registered members of the Association. The General
Assembly may be open to observers; each such observer may speak with the consent of the
Chairman, but shall not vote.
(a)
The General Assembly shall ordinarily meet once every 2 years and in any case at
least once every 3 years. The member countries shall be responsible for financing the attendance of
their representatives. Where it is not possible for a meeting to be realized within the
three year period, the Board shall direct the Secretariat to transact the business of the
Conference by post as provided for in Section 8.1.4 of this Constitution.
(b)
The General Assembly shall be convened at a place it shall have appointed during its
preceding meeting. Where necessary the place of meeting may be changed by the
Executive Board or the Chairman at the request of the Secretary General.
(c)
An extraordinary session of the General Assembly may be convened on written request
addressed to the Secretary-General by a majority of the members of the Association or
following a decision of the Executive Board taken by a two-thirds majority.
(d)
Notice convening the General Assembly shall be issued by the Secretary General at
least two months before the Assembly.
8.1.3 (a)
(b)
8.1.4 (a)
(b)
(c)
(d)
(e)
All decisions of the General Assembly shall be taken by simple majority of those
present and voting except where otherwise provided for in this Constitution.
The business of the General Assembly, including amendments to the Constitution,
may be conducted by post if the Executive Board directs by a specific minute. In that
case a decision shall require two-thirds of the registered members of the Association.
There shall be a Chairman of the Association who shall be elected by the
General Assembly from amongst the members by a simple majority of members
present and voting at the meeting. He/she shall normally remain in office until the
election of a new Chairman of the General Assembly at its next ordinary session,
except as provided for in subsection (b) below.
The Chairman of the Association shall also be the Chairman of the General
Assembly, and of the Executive Board.
There shall be a First and a Second Vice-Chairman who shall be elected by the
General Assembly.
Where the Chairman ceases to exercise his functions by resignation, transfer or any
other circumstance making it impossible for him to carry out his duties, the 1st Vice
Chairman shall take over the duties of the Chairman. He/she shall arrange for a
special meeting of the Executive Board within 6 months to appoint an acting
Chairman who shall hold office until the next ordinary General Assembly.
Nomination for elective posts shall be on a prescribed form which shall be
43
(f)
circulated by the Secretariat at least 4 months before the General Assembly.
Nomination duly proposed and seconded on the prescribed form shall be submitted
to reach the Secretariat at least 3 months before the Assembly. Notification of
the candidates nominated for the Chairmanship shall be circulated to member
institutions at least 2 months before the General Assembly.
The Chairman shall be eligible for re-election. He/she however may not serve for
more than two consecutive terms.
ARTICLE IX
9.1.0 THE EXECUTIVE BOARD
9.1.1 (a)
The Executive Board shall be elected by the General Assembly from amongst the
members. It shall consist of the Chairman, First Vice-Chairman and Second Vice
Chairman who shall be elected from three countries in the sub-region and four
ordinary members.
(b)
An Executive Board member absent from two consecutive meetings of the Board
without reasonable cause and without prior apology and explanation shall be
replaced by an another member from the same country appointed by the Chairman
in consultation with the Secretary General.
(c)
Members of the Executive Board shall hold office for the period between two
successive ordinary sessions of the General Assembly and shall be eligible for
re-election. Executive Board members may not, however, serve for more than two
consecutive periods in the same capacity.
(d)
No country shall hold more than two seats on the Executive Board.
(e)
Where the First Vice-Chairman ceases to hold office by virtue of resignation,
transfer
or any other valid reason, the Second Vice-Chairman shall act as the First
Vice-Chairman. Where the Second Vice-Chairman ceases to hold office, the
Chairman shall appoint an acting 2nd Vice Chairman from amongst the Board
members in the affected country. Such appointments shall be subject to ratification
by the Executive Board at its next ordinary meeting pending elections at the
General Assembly.
9.1.2 The Executive Board, in addition to the powers and authority expressly conferred upon it,
shall be responsible for the control of the finances of the association management of the
business of the Association and of the income and property thereof for the uses, purposes
and benefit of the Association and shall give effect to the decisions of the General
Assembly. It shall:
(a)
appoint the Secretary-General in accordance with the terms, conditions and
procedure laid down by the General Assembly;
(b)
prepare the agenda for the General Assembly from the draft agenda prepared and
circulated by the Secretary-General at least two months before the General
Conference and prepare the budget and the working programme to be followed
until the next ordinary session of the Assembly;
(c)
direct and control the activities of the Secretariat;
(d)
appoint, on the recommendation of the Secretary-General, the senior members of
the Secretariat;
44
(e)
accept subventions and donations on behalf of the Association.
9.1.3 The Executive Board shall not enter into any commitment for which provisions have not
made in the budget.
9.1.4 In performing its duties, the Executive Board shall be subject to such directives or
guidelines as may be issued from time to time by the General Assembly, to which it shall
report on all its activities.
9.1.5 (a)
The Executive Board shall meet on the occasion of each session of the General
Assembly and shall ordinarily meet at least once in every 2 years between ordinary
sessions of the General Assembly, at such time and place as it shall decide.
(b)
It may be convened in an extra-ordinary session by the Chairman, provided three
other members so agree in writing.
(c)
It may constitute commissions or working groups.
(d)
The quorum required for valid meetings shall be four persons representing at least
three countries and including the Chairman or one of the three Vice Chairmen.
9.1.6 The Executive Board may, if necessary, transact any business by the circulation of papers
and a decision approved in writing by a majority of its members, including the Chairman,
shall have the same effect as if it had been made at a meeting of the Executive Board.
ARTICLE X
10.1.0 THE SECRETARIAT
10.1.1 The headquarters of the Association shall be seated within the sub-region, selected by the
Executive Board. The Secretariat of the Association shall be at its headquarters. The
Secretariat shall negotiate for the Association with the host country for such privileges,
immunities and exemptions as are considered desirable for the efficient execution of its
duties and functions. Such negotiations shall be as directed by the Executive Board.
10.1.2 The Secretariat shall be the Permanent Executive Organ of the Association and in this
capacity shall fulfil all tasks assigned to it by the Executive Board in accordance with
general policies laid down by the General Assembly.
10.1.3 (a)
The Secretary-General shall be the Chief Executive Officer of the Secretariat.
(b)
The Secretary-General shall be the Secretary of the General Assembly and of the
Executive Board. He may participate in the deliberations and discussions of the
General Assembly and of the Executive Board but shall not have the right to vote.
(c)
The appointment of the Secretary–General shall be for an initial period of 3 years
but may be extended for such further period as the Executive Board may determine.
His duties shall normally be considered incompatible with the performance of any
other duties, national or international, except where the Executive Board grants
special permission to him to do work not inconsistent with the objectives of the
Association. Such permission shall be granted if the performance of the work will
not interfere with the normal duties of the Secretary General.
10.1.4 The Secretariat of the Association shall operate under the direction of the
Secretary–General. It shall:
(a)
organize a centre for documentary materials, on matters of educational interest to
TVET;
(b)
provide appropriate means for the resources of the documentation centre to be made
available to member institutions and to other interested educational bodies in West
Africa;
45
(c)
(e)
(f)
(g)
(h)
establish for West Africa a basis for comparative ‘institutional’ statistics and collect
and periodically publish such statistics;
establish machinery for facilitating the interchange of personnel within the TVET
sector in West African countries;
facilitate co-operation between member countries of the Association to make full
use of their human and material resources;
subject to prior approval by the Executive Board, render to members such services
as they may request;
undertake such other tasks as are compatible with the aims of the Association.
10.1.5 The Secretary–General shall:
(a)
make recommendations to the Executive Board for the appointment of all senior
staff of the Secretariat and recruit other secretariat staff to the posts provided for;
(b)
exercise disciplinary powers over the staff of the Secretariat in accordance with
such regulations as may be established by the Executive Board;
(c)
present every year a detailed draft budget for the forthcoming year to the Executive
Board for approval and provide it with the duly audited accounts for the proceeding
year;
(d)
prepare annual report of activities of the Association and present same to the
Executive Board.
ARTICLE XI
11.1.0 AMENDMENTS, REVISION AND REGILATIONS
11.1.1 The Constitution may be amended by a two-thirds majority of the members of the
Association present and voting at any ordinary session of the General Assembly, provided
that the total number of votes cast in favour of the amendment is equal to at least a simple
majority of the entire membership of the Association.
(a)
Proposals for the amendment or revision of this Constitution shall be submitted in
writing to reach the Secretary General not less than 3 months before the opening date of the
General Assembly at which they are to be considered and copies shall be sent by the
Secretary to all member countries, by registered air mail, not less than 2 months before
such opening date.
(b)
An amendment or revision of this Constitution shall take effect on the date of the
amendment unless the effective date is specified in the amendment.
11.1.2 Rules and regulations which are consistent with this Constitution may be adopted by the
Executive Board and shall come into force immediately. Such rules and regulations shall be
submitted to the next General Assembly for ratification.
ARTICLE XII
12.1.0 LINKAGES
12.1.1 The Association shall maintain close links with the relevant local associations in various
countries. It shall also maintain regular contact with similar national bodies elsewhere.
12.1.2 (a)
The Association shall maintain close links with the UNESCO and ILO Secretariat.
(b)
It shall also maintain regular contact with the other appropriate International
Bodies.
46
ARTICLE XIII
13.1.0 DISSOLUTION
13.1. 1 (a)
A proposal for dissolution of the Executive Board shall be submitted as a
substantive motion to a session of the General Assembly and must reach the
Secretary–General not less than twelve months before the date of the General
Assembly at which the motion is to be considered.
(b)
A motion for dissolution shall be carried by a two-thirds majority of the members of
the Association present and voting at the particular session of the General Assembly,
provided that the total number of votes cast in favour of the dissolution is equal to at
least a simple majority of the entire membership of the Association.
47
CHAPTER 7
ISSUES AND STRATEGIES
FOR COUNTRIES OF THE SUB-REGION
Nigeria
Low esteem of TVET graduates
Issue:
Both individuals and society accord TVET graduates in Nigeria low esteem, as most parents send
their children to polytechnics as a second choice after they fail to secure admission into the
universities. Total polytechnic and monotechnic enrolment is less than 50 per cent of university
enrolment. Furthermore, technical college enrolment represents 4.5 per cent of all senior secondary
school enrolment. This compares unfavourably with the 30-40 per cent for most developed and
developing economies.
Strategies:
■ Harmonization of entry qualifications into polytechnics with those of the universities.
■ Single matriculation examination for students seeking admission into any tertiary
institution in the country.
■ Push for government to approve HATISS 15 for polytechnic staff.
■ Dialogue with professional bodies to accord due recognition to polytechnic graduates.
Already many, including the Nigerian Society of Engineers, have agreed to this.
■ Some or all polytechnics to be empowered to award own degrees in technology.
■ Conversion of technical colleges to secondary and technical colleges and expansion of
secondary and technical colleges to include a junior secondary section.
■ Vertical and horizontal articulation of programmes and increasing opportunities for diverse
training after secondary and technical colleges.
■ Creating better job opportunities for TVET graduates.
Inadequate staffing
Issue:
There is generally inadequate staffing to service TVET programmes and where available they are
without relevant qualifications, particularly in areas such as printing, leather technology, catering
and tourism.
Strategies:
■ Improve conditions of service for TVET teachers through better remuneration, career
advancement and training (both industrial and pedagogy).
■ Remove disparities existing between TVET teachers and other higher education/non-TVET
teachers.
■ Consistent and continuous staff development such as that provided by the UNESCONigeria TVE project.
48
■
Adopt policies that ensure that all TVET staff complete a refresher course at least once
every 2 years.
■ Establishment of internal staff evaluation units in all TVET institutions.
Inadequate/obsolete facilities
Issue:
Available resources for TVET are grossly inadequate and in most cases obsolete. Where still
relevant, non-maintenance is a critical issue.
Strategies:
■ Ensure increased funding so that relevant equipment can be acquired.
■ Improve access to donor funds locally and internationally
■ Improve access to funds from government agencies such as ETF, PTDF and ITF.
■ Policy reform – right sizing, through centralized approval of staffing requirements and a
programme funding approach.
■ Incentive related funding whereby funding is tied to achievement of specific targets.
■ Cost sharing with beneficiaries.
■ Development of appropriate institutional framework to sustain a high level of internally
generated revenue.
■ Development of a more efficient funds utilization and management procedure.
Preponderance of non-technical programmes
Issue:
The recommended ratio of student enrolment of 70:30 in favour of technical courses in the
polytechnics has not been achieved. Rather there is a preponderance of non-technical programmes
in the polytechnics.
Strategies:
■ Enforce the 70:30 ratio policy in favour of technology by:
linking funding to compliance; and
restricting resource/accreditation visits to
institutions.
non-conforming
technical
Gender imbalance
Issue:
There is a general imbalance in student enrolment. Data show a higher male to female ratio for
TVET courses probably due to the widespread belief that certain professions are the exclusive
reserve of men.
Strategies:
■ A change in attitude to remove social prejudice and feelings of physical incapacity of girls
and women for TVET programmes is necessary.
■ Strict monitoring on the application of gender-sensitive policies should be instituted.
49
■
The Federal Government should pursue a policy of free tuition so as to promote access to
education for all and let no one be denied access on the basis of inability to pay fees.
Absence of self-evaluation by institutions
Issue:
Most institutions lack a mechanism for self-evaluation and rely mainly on external evaluation by
regulatory bodies. Such a practice has its own attendant problems.
Strategies:
■ Instruments for self-evaluation should be evolved and enforced.
■ Recognition of self-evaluation should be encouraged.
Need to expand access to TVET
Issue:
There is generally a need to expand access to TVET, considering its importance for national
development.
Strategies:
■ Modalities should be established to encourage the physically handicapped to participate in
TVET programmes.
■ Creation of specialized scholarship and free tuition schemes for target groups.
■ The work of the National Commission for Nomadic Education and Agency for Mass
Literacy to be strengthened so that TVET programmes can be introduced.
■ Open and distance education in TVET to be enhanced through the establishment of an Open
Polytechnic. TVET programmes should be introduced in the Open University.
■ The government to continue with the policy of positive discrimination in admissions for
those from educationally disadvantaged states into federal institutions.
■ The government to continue with the policy of special provision for catchments area/host
community for admission into federal institutions.
Insufficient funding
Issue:
TVET is not adequately funded.
Strategies:
■ Strengthen co-operation between TVET and enterprise.
■ Improve access to funds locally and internationally.
■ Improve access to funds from government agencies such as the ETF, PTDF, ITF etc.
■ Embark on policy reform opportunities such as right-sizing through one of the following
two ways: centralized approval of staffing requirements and programme funding approach.
■ Introduce incentives related to funding whereby funding is tied to achievements of specific
targets linked to government’s socio-economic or developmental objectives.
■ Introduce cost-sharing with beneficiaries.
50
■
Develop an appropriate institutional framework to generate and sustain a high level of
internally generated revenue.
■ Develop a more efficient funds usage and management procedure by introducing stricter
financial controls that will ensure value for money in expenditure.
Mobility of experts from industry to academics
Issue:
The remuneration, recruitment and employment structures in TVET institutions discourage
mobility of personnel, from industrial workers to academics. This is because recruitments and
promotions are tied generally to qualifications and publications and not experience.
Strategies:
■ A specialized salary scale to be developed for those being recruited from industry so that
they can be appropriately placed.
■ Different conditions for promotion and recruitment to apply for this category of staff.
■ Institutions to be given the autonomy to negotiate the salary of experts if there is the need
for such.
Expanding the application of ICTs in TVET
Issues:
Achieving the human resource objective of developing a pool of IT engineers, scientists,
technicians and software developers.
Strategies:
■ A national policy for information technology has been implemented to respond to the global
realities of the new information age. The vision of the policy is to make Nigeria an IT
capable country in Africa and a major player in the information society by the year 2005,
using IT as the engine for sustainable development and global competitiveness.
■ The use of IT to be made mandatory at all levels of educational institutions with adequate
financial provision made for tools and resources.
■ Relevant IT curricula to be developed.
■ Facilities for electronic distance learning networks to be established while ensuring
effective internet connectivity.
■ IT companies to be encouraged to invest in education and training through certification and
tax rebates.
■ Promote ‘train-the-trainer’ schemes to enhance capacity building in IT.
■ Empower IT institutions and development centres to develop IT capacities at zonal, state
and local levels.
■ Work in partnership with related domestic and international initiatives such as Nigerian
Human Professionals in Diaspora and the United Nations.
Lifelong learning
Issues:
■
There is a problem of recognition and parity of status with formal adult education.
51
■
■
■
■
■
■
■
The Nigerian educational system, in its present state, is not dynamic and responsive enough
to the demands of industry. There is a need to provide a mechanism that facilitates
dynamism, fluidity and labour mobility.
Another problem is the recognition of work-based skills. Many organizations now require a
specified number of years of cognate experience as a prerequisite for entering certain
positions.
There is a need for greater coherence between and among the various education policies
developed by multilateral organizations active in the field.
There is a need for policies, frameworks and structures to advance adult education. These
include new legislation, adequate financial support, appropriate institutional structures,
effective administrative systems and conditions for effective partnership.
The education of adults suffers from being considered low priority and therefore
insufficient attention being accorded to it in the implementation of national Education for
All policies.
There is a need for gender-sensitive monitoring of policies and provision in adult education
in many countries.
There are too few opportunities for international exchange of statistics, research,
methodologies, curricula, models, frameworks and practices.
Strategies:
■ Part-time programmes, sandwich programmes, long vacation courses and weekend
programmes to be created for workers as well as special training programmes relevant to the
needs of specific industries.
■ The development of comprehensive systems for monitoring and maintaining standards as
well as certification and recognition of formal, non-formal and informal adult learning
which will enjoy the confidence of both employers and employees.
■ Polytechnics to continue to offer a wide range of skills improvement courses, ranging from
a few weeks to a session for different categories of workers. Industries should be
encouraged to retrain and upgrade the skills of their workers.
■ Equal emphasis on the delivery of learning opportunities in formal, non-formal and
informal settings. Governments at all levels to be encouraged to ensure that adult education
remains an explicit and integrated element in their lifelong learning policies and practices.
■ The funding of formal, informal and non-formal adult education needs to be increased in
countries that have not met their adult education commitments.
TVET and the informal sector
Issues:
Informal economies here cover small-scale economic operations that are not registered as
businesses. Examples of these are: roadside motor mechanics, roadside welders, shoemakers,
tailors, refrigerators and air-conditioner repairers. The bulk of employment outside the civil service
falls into this category of informal economy. It is also the sector where the majority of our poor
people work. It is common knowledge that the bulk of TVET opportunities prepare people for
employment in the formal sector. How can TVET in Nigeria better support people for work in the
informal sector?
52
Strategies:
■ TVET institutions should provide organized training programmes and schedules for the
informal economy. The training programmes should be developed to meet their needs:
Programmes should be in modules, flexible and should be located as close to students’
homes as possible.
■ Provision of funds and establishment of programmes for poverty alleviation through
agencies responsible for TVET in a collaborative manner, e.g. NBTE, ITF, NDE, NAPEP.
■ A more credible certification system for apprenticeship to be developed. The present
Labour Trade Test needs to be re-evaluated and overhauled to avoid losing its meaning,
significance, worth and importance.
■ State governments to be encouraged to use their vocational schools as TVET outreach
centres for the informal economy.
■ Technical colleges to be encouraged to run advanced courses in order to provide skilled
trainers for the informal economies.
■ A study to be carried out to identify the needs/requirements of the informal sector so as to
provide information for programme development.
Introducing relevant projects, master plans and blueprints for TVET revitalization
Issue:
The UNESCO-Nigeria TVE Project was introduced to revitalize and reform the TVET sector to
meet the current and future needs of the nation. A blueprint for the revitalization of TVE has been
developed.
Strategies:
UNESCO-Nigeria TVE revitalization project
■ Establishment of six staff development centres in the six geo-political zones of the country
and another at the NBTE for continuous TVE staff development. These centres have been
established and fully staffed and are fairly well equipped.
■ Curriculum review of outdated TVE curricula and development of new curricula. The
project has successfully organized the review of 24 No. TVET curricula, mainly in core
engineering disciplines, with information and communication technologies appropriately
incorporated.
■ Development of ICT potentials in TVE.
TVE Plan of action (2001 – 2010)
■ Lay out a scheme that will enable every child to reach the specified standard in the TVE
aspect of UBE at the end of JSS
■ Improve the quality of TVE at all levels to meet national economic and social demands
■ Establish alliances and partnership between all actors and stakeholders in TVE and create a
forum for cross-fertilization of ideas
■ Lay out a scheme for TVE self-sustenance by generating most of its materials and financial
resources
■ Lay out the principles for continuing modernization of the structure, programmes and
practice of management of TVE.
53
■
Set out strategies to increase the demand for TVE and turn around official and social
attitudes and action in favour of TVE.
■ Incorporate entrepreneurial education in all TVE core curricula.
■ Ensure equal access to TVE by girls, women, early school leavers and the disabled.
■ Set out plans for managerial capacity building in TVE.
TVE Blueprint
The Blueprint aims to:
■ allow all Nigerian youths (boys and girls) to benefit from quality TVE (access and equity).
■ provide learning experience (curriculum) ensuring that beneficiaries of TVE schemes have
job skills for solving socio-economic problems.
■ provide a conducive environment that will ensure that students derive maximum benefit
from TVE
■ prepare a new breed of teachers who will translate the new vision for TVE and put it into
practice.
■ develop a national assessment and certification scheme.
■ develop centralized monitoring of research and evaluation.
54
The Gambia
Parental bias
Issues:
Most parents are conservative and biased about job-oriented education for girls, thus restricting
their access to TVET. Few girls opt for vocational courses: They choose fields which have
traditionally been stereotyped as suitable for females only.
Strategies
■ Discriminating attitude towards girls to be removed so as to enable them to acquire more
modern technological and scientific skills.
■ Gender bias in TVET to be removed by appropriate educational planning such as
reorientation of parents, society and employers.
TVET courses as non-core subjects
Issues:
The present system of education allows for the inclusion of certain vocational subjects only as
non-core subjects in the curricula, leading to subjects such as woodwork and metalwork being
looked upon as low status and lacking in value.
Strategies:
■ The situation in which top government administrators and policymakers are expected to
have pursued academic studies to be discouraged outright.
■ TVET courses such as woodwork and metalwork to be made core subjects in school
curricula to enhance their status and value.
Employer bias
Issue:
Many employers discriminate against girls by not employing them and if they must, the girls are
entrusted with jobs involving less technological skills and paid far less than their male counterparts.
Strategies:
■ Entrepreneurship to be inculcated among girls in order to lead them to self-employment.
■ Continuous in-service training and upgrading of already acquired skills to be
institutionalized.
■ Social and sexual security at the place of study and work to be made a prerequisite in order
to attract a greater number of girls to TVET.
Financing TVET
Issue:
The government is the sole financier of TVET.
Strategies:
55
■
Other stakeholders to be made to take an active part in the planning, development and
financing of TVET.
■ There is a need for partnership in skills training.
56
Guinea
Implementation problems
Issue:
There are problems inherent to the implementation of the TVET policy already in place resulting in
the production of a work force that is ill equipped and incapable of responding positively to labour
market demands.
Strategies:
■ Develop TVET programmes that are relevant to labour market needs for both the formal
and informal sectors.
■ Encourage early participation in TVET through training primary school teachers and
revising primary school curricula to include TVET.
■ Ensure better links between training institutions and employees to ensure relevance and
guaranteed employment.
■ Develop modalities for implementing training programmes designed specifically for the
informal sector to encourage lifelong training.
■ Widen the objectives of vocational training centres and national schools by allowing them
to become veritable centres offering multiple training services both at basic and
continuing/lifelong training levels.
■ Develop a private teaching network and encourage private sector participation in training
management and in learning about the activities of the public network.
■ Increase autonomy in institution management and ensure recognition of their role as
principal vocational training providers.
■ Encourage sharing of the financial costs of implementing TVET among at stakeholders
■ Ensure equal access to TVET to both girls and boys by developing appropriate programmes
that guarantee employment for both.
■ Ensure that an appropriate co-ordinating network is put in place and has teaching and
administrative personnel able to ensure implementation of these new objectives.
57
Benin
Quality of training
Issues:
There is low productivity in the country’s economy due to an inadequate supply of qualified
technical workers.
■ The training system is not responsive to the needs of an already fragile economy.
■
Strategies:
■ Create a TVET training institution for teachers and administrators.
■ Install a permanent system of training and recycling of TVET teachers and administrative
personnel.
■ Reskill and upskill workers by providing avenues for TVET.
■ Institute a system for continuous retraining of both teaching and administrative personnel in
TVET institutions.
■ Revise access and graduation criteria for TVET.
Curriculum
Issue:
There are identified weaknesses in many training programmes that can be linked to inadequacy in
the curricula of TVET programmes.
Strategies:
■ Restructure technical and vocational education (TVE) into a technical and vocational
education and training (TVET) system.
■ Review curricula for the various TVET programmes and trades.
■ Develop relevant curricula for new programmes and trades as dictated by the demands of
the workplace.
Planning and management
Issues:
There are inadequate resources to enable TVET to fulfill its role in the development of the economy
and low productivity.
Strategies:
■ Introduce a new legal framework and structure specific to the public TVET institutions.
■ Introduce a system of lifelong learning in the TVET system.
■ Create a national system for the recognition of professional qualifications at different levels
and ensure their official certification.
Monopoly in TVET
Issue:
The state has a monopoly on establishing and planning activities of TVET.
58
Strategies:
■ Organize fora for all stakeholders to discuss how best to involve all in the planning and
implementation of TVET policies.
■ Create a co-ordinating agency for TVET activities.
59
Niger
Issues:
■
■
■
■
■
■
■
■
■
Lack of co-ordination of training institutions.
Inadequate government funding of TVET and poor co-ordination of external funding.
Neglect of TVET in favour of general education due to the high cost of TVET training.
Recruitment of qualified teachers is affected by various economic reforms.
Problem of access to TVET due to the concentration of technical institutions in the two
major cities. Youths must travel long distances in order to be trained for certification
The representation of women in TVET is low, particularly within the industrial sector.
Lack of qualified trainers with relevant skills in the various TVET institutions in addition to
very low professional training.
There are inadequate infrastructural facilities and materials such as quality textbooks and
other operational resources.
Long usage of inherited French colonial curricula by many TVET institutions.
Strategies:
■ The government established a special Bureau of Technical Education for regulation and
co-ordination of TVET in 1998.
■ A Vocational Education Board to ensure training of workers for the various sectors has also
been created.
■ Workers contribute a small percentage of their earnings into a national fund for vocational
training.
■ A continuous education mechanism called the NIGERTECH has been established in
co-operation with the European Union to fund TVET.
■ Six new vocational training centres to be opened in January 2004 in all the regions to
provide greater access to TVET.
■ To acquire the relevant teaching skills, TVET teachers are being sent to the University of
Niamey.
■ New curricula have been developed for about 60 programmes to adapt training to meet
deficiencies in job requirements.
60
Senegal
Issues:
■ Little attention is paid to TVET, which has led to gross under-development of the sub-sector.
This has brought about a low level of skills acquisition by youths.
■ Poor funding and lack of resources for TVET institutions.
■ Staff development programmes are few
■ Low women participation in TVET.
Strategies:
■ Expand access by introducing new learning and training programmes.
■ Improve standards of TVET programmes to attract more enrolment into TVET institutions.
■ Create a relevant regulatory body for quality assessments and standard setting.
■ Ensure the spread of TVET institutions to all major cities.
■ Renovate infrastructure through refurbishing obsolete equipment.
■ Encourage women’s participation in TVET.
■ Embark on ‘train-the-trainer’ programmes in various aspects of TVET.
■ Involve the private sector in the planning, development and funding of TVET programmes.
■ Add theoretical knowledge to apprenticeship training programmes to improve versatility.
61
Burkina Faso
Issues:
■
■
■
■
■
Low development of TVET due to minimal budgetary allocation as more attention is paid to
less expensive courses.
Concentration of training institutions in the two major cities of the country.
There is a problem of regulation of professional qualifications that hampers graduates’
employability in the labour market.
Non-coordination of TVET institutions in both the public and private sectors.
Inadequate financial, human and material resources.
Strategies:
■ Adoption of a ten-year plan (1996-2006) by the National Assembly to address the problems
of TVET.
■ Create new TVET institutions in other cities and not only in the two major cities of the
country.
■ Teachers and students to be made to undergo industrial training.
■ Greater access to TVET to be encouraged: Currently 55 per cent of places are allocated to
females while 45 per cent are allocated to males to redress past enrolment in-balances.
Furthermore, a National Commission for Girls’ Education has been set up to monitor the
academic progression of the girl child.
■ Encourage TVET training to reduce poverty.
■ Embark on curriculum review and upgrading.
■ Encourage lifelong learning.
■ Bilateral relations were established with Tunisia and Algeria for TVET training.
■ Establish a Stabilization Fund for trainers.
■ Encourage partnership between TVET institutions and the industrial sector for TVET
training.
62
Côte d'Ivoire
Curriculum
Issues:
The review of TVET curricula has not kept pace with technological development. A wide gap
exists between what is taught and the needs of the labour market. There is also the issue of the
relevance of many programmes.
Strategies:
■ TVET curricula to be tailored towards labour market needs.
■ TVET curricula to be constantly revised.
■ The objectives of TVET to be redefined to take care of both initial training and continued
training.
Poor infrastructure
Issue:
The infrastructure in many technical schools is in bad shape. In many cases, schools exist in vast
spaces but buildings are cramped, thereby reducing their capacities.
Strategies:
■ The infrastructure in TVET institutions to be improved upon to create a conducive learning
environment.
■ The number of TVET institutions to be increased.
■ Maintenance of TVET educational equipment and infrastructure to be given priority.
Teaching staff
Issue:
There is a chronic absence of motivation and lack of continuous staff training.
Strategies:
■ Lifelong training for TVET teachers to be intensified.
■ Remuneration for TVET teachers to be on a par with that in other sectors.
Financing management
Issues:
TVET training continues to be based on the companies that pay for the training.
Strategies:
■ Company funds to be used to rehabilitate and build new schools and possibly pay teachers.
■ A more general curriculum encouraging lifelong learning in TVET must be developed.
63
Ghana
Issues:
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
Lack of a comprehensive national education policy framework
Lack of co-ordination and identification of roles and responsibilities among government
ministries and private TVET providers.
Multiplicity of testing and certification standards.
Weak links between TVET and industry or the world of work.
Inadequate and/or obsolete equipment and facilities.
Poor articulation within the TVET system itself.
Low participation of persons who are physically challenged.
Lack of adequate number of TVET teachers/instructors.
Poor quality of instruction due to inadequate instructor training, instructor support,
remuneration and conditions of service for TVET instructors.
Lack of guidance and counselling, placement and follow-up services.
Low budgetary allocation for TVET.
Lack of ICT facilities in most TVET institutions.
Irregular and unco-ordinated review of syllabi.
Lack of synergy between TVET providers and industry or end users, particularly in the area
of curriculum development and provision of resources.
Lack of well established entrepreneurship training facilities.
Distance education is yet to be part of the TVET system even though it is applied in the
general academic programmes.
Strategies:
■ Provide open access without prejudice to gender, emotional, sensory, mental or physical
disabilities, religious, ethnic or socio-economic background.
■ Provide relevant pre-employment and lifelong education and training in diverse
occupations to meet the career interests of both males and females.
■ Provide an enabling environment for girls and women to acquire technical and vocational
skills in diverse occupations.
■ Provide career information, labour market information, placement and follow-up support
services to its clients.
■ Promote sound environmental practices.
■ Emphasize quality improvement in technological advancement and the global
competitiveness of Ghana’s products and services.
■ Create business development units in each school for the purpose of practicalizing
entrepreneurship training and also raising internally generated funds for infrastructure
development and maintenance.
■ Establish technical and vocational resource centres to serve institutes within their
catchment areas.
64
Cameroon
Quality of the TVET system
Issue:
There is low productivity in the country’s economy caused by insufficient access to TVET
programmes. There is therefore a need to improve on the quality of primary, secondary and
higher-level education system graduates.
Strategies:
■
■
■
Improve access and equity in a reformed learning system.
Improve internal efficiency and teaching quality of teachers.
Adapt management laws and texts.
Status of TVET/guidance
Issues:
There are low rates of job entry for newcomers to the labour market. Only 10 per cent of the
working population are in public employment positions while the informal sector employs a
majority of people going into the labour market with a low revenue base. Many of those so
employed have insufficient and irrelevant qualifications.
Strategies:
■ Organize career guidance and counselling services.
■ Strengthen the involvement of industry in developing curricula and evaluation.
■ Incorporate core skills such as entrepreneurship to enable TVET graduates become
self-reliant.
■ Continue updating and improving curricula.
Informal economy
Issue:
The vocational training system of the informal sector is not adaptable to the formal TVET system
due to lack of professional content in the training programmes.
Strategies:
■ Introduce skills upgrading programmes for master craftsmen in the informal sector to
improve the quality and relevance of learning through informal apprenticeship.
■ Improve the internal efficiency and teaching quality of rapid–training centres.
■ Support in-service training and provide post-training support through the introduction of
appropriate training methodologies to ensure continuous education such as short-term,
structured, on the-job-training and mobile training as well as distance and open learning.
■ Establish curricula adaptable to the informal sector.
65
Planning and management
Issue:
The country’s educational system is an un-coordinated ensemble of sub-systems without a single
guidance law.
Strategy:
■ Establish a national co-ordinating mechanism in the form of a board, commission, authority
etc. representing all stakeholders for effective planning and management of the educational
system.
66
Mali
Planning and management
Issue:
Despite the abundance of training centres in the country, there is not yet any general policy on
TVET. This decentralization creates the problem of co-ordination between the central and the
decentralized structures. In addition, the low number of public institutions and the inadequacy of
their admissions capacity led the country to establish contractual training with certified private
institutions. These private institutions admit over two-thirds of overall students.
Strategies:
■ Draw up and implement a national policy on TVET for effective planning and management
of TVET. The policy will revolve around three areas: improving the quality of teaching;
improving access and centralization.
■ Improve the admissions capacity of institutions.
■ Endow training institutions with the means for autonomous management.
Relevance of training programmes
Issue:
There are limited numbers of training programmes related to job market demands.
Strategies:
■ Test the planned pedagogy of modular education based on skills acquisition.
■ Develop curricula for emerging trades such as marine mechanic, heavy duty truck mechanic
and carpet weaving.
■ Recruit and train teachers for each of the new trades.
■ Establish and equip TVET libraries/documentation/information centres (DIC).
Quality assurance
Issue:
The low number and poor quality of secondary school inspectors limits the quality of training.
Strategies:
■ Establish institutional arrangements to set national standards for TVET.
■ Establish a National Quality Assurance Framework to monitor implementation of set
standards.
Staffing for TVET
Issues:
The number of TVET teachers is grossly inadequate. Most teachers are contractual
non-teaching staff. There are no adequate structures for training technical teachers.
67
Strategy:
■ Construct, equip and fund technical teacher training colleges.
Informal economy
Issue:
The bulk of the working population of the country is employed in the informal sector. This group of
workers possesses various qualifications that cannot be adapted to the formal education setting.
Strategies:
■ Establish a co-ordinated linkage between the informal and formal education sectors within
the framework of professional training to encourage mobility.
■ Develop curricula adapted to the informal economy for the organized informal sector.
Articulation and lifelong learning
Issue:
At present there is no mechanism for continuing vocational education.
Strategies:
■ Ensure validation and certification of acquired skills in apprenticeship and other types of
training.
■ Implement a ‘jobs for youth’ policy.
■ Develop training centres, business training and support centres to establish a co-operation
framework between schools and businesses.
■ Create vocational education funds (with the assistance of professionals) such as a
job/training observatory and a professional/apprentice training support fund.
68
APPENDIX A
LIST OF PARTICIPANTS
69
LIST OF PARTICIPANTS
Country
Name of Participant
Ministry
Position
Ministry
Address
Contacts Nos./
e-mail
1
Benin
M. Kouassi Antoine
Hounnouga
Ministère de la Fonction
publique
M. Hounkponou
Cocou Théophile
Ministère de
l’Enseignement technique et
de la formation
professionnelle
M. Danouma Malick Traore
Ministère des
Enseignements secondaire,
supérieur et de la recherche
scientifique
M. Frederic Kaboré
Ministère du Travail, de
l’emploi et de la jeunesse
Chef du Service
Apprentissage et formation
continue
Ministère
de
Fonction publique
2
Benin
Directeur de Cabinet
Ministère de
l’Enseignement technique et
de la formation
professionnelle
Ministère de
l’Enseignement
technique et de la
formation
professionnelle
3
Burkina Faso
4
Burkina Faso
5
Cameroun
M. Jean Njoya
Sous-directeur de la
formation professionnelle
6
Cameroun
M. Ali Djibrin
Secrétaire général
7
Cote d’Ivoire
M. Kagohi Robale
Ministere de l’Education
nationale
Conseiller technique
la B.P. 907
Directeur général de
l’Enseignement secondaire,
technique et professionnel
Ministère des
Enseignements
secondaire, supérieur et
de la recherche
scientifique
Economiste à la direction
Ministère du Travail, de
générale de l’emploi et de la l’emploi et de la
formation professionnelle
jeunesse
Ministère de l’Emploi,
du travail et de la
prévoyance sociale
Ministère de
l’Enseignement
technique et de la
formation
professionnelle
Ministère de
l’Education nationale
Fax: 229-31 06 29
10 B.P. 250
Houéyiho-Cotonou
Fax: (229) 30 56 15
01 BP 2583
Ouagadougou 01
226-31 30 70 (O)
226-39 16 67 (H)
damatra@hotmail.com
malick.traore@messrs.gov.bf
03 B.P. 7016
Ouagadougou 03
226-31 07 00 (O)
226-26 310707
Fax: (00226-313431
kabor_fred@yahoo.fr
220 48 27 (O)
992 37 49 (M)
njoyf0131@hotmail.com
(237)2233831
7455080
7717 Yaoundé
1600 Yaoundé
01BP 3002
Abidjan 01
225-2021 0534
07 93 04 150
Fax: 225-20224417
makapierre@yahoo.fr
70
8
Gambia
Mr. Ousman G. M. Nyang
Department of State for
Education
Director
Technical Education and
Vocational Training Dept.*
Technical
Education
and
Vocational Training
Dept.
9
The Gambia
Mr. Abdoulie Musa Loum
10
Ghana
Gambia Technical
Training Institute
Ministry of Education,
Youth and Sports
Fajara Booster
Extension, Gambia
P.O. Box MB.052
Accra
11
Ghana
Principal Labour
Administrator
Labour Department
Accra
Ministry of Manpower
Development and
Employment
P.O. Box MB.55
Accra
12
Guinea
Mr. Patrick Kwesi
Jimpetey-Djan
Ministry of Education,
Youth and Sports
TVED of GES
Ms. Anna Nyarko
Sencherey
Ministry of Manpower
Development and
Employment
M. Pierre Maka
Ministère de I’Enseignment
technique et de la formation
professionnelle
Deputy Director Gambia
Technical Training Institute
Head Of Staff Development
Guidance and Counselling
(Assistant Director)
Directeur national adjoint de
la formation du
perfectionnement des
personnels
Conakry
224-266 834 (O)
224-229 250 (O)
Fax: 224-413 441
Pmaka@universiteconakry.ac.gn
13
Guinea
M. Moussa Koné
Ministère de l’Emploi et de
la fonction publique
Directeur du Centre de
perfectionnement
administratif
Ministère de
I’Enseignement
technique et de la
formation
professionnelle
Ministère de l’Emploi
et de la fonction
publique
BP 21
Conakry
224-45 21 67 (O)
cpa_mefp@yahoo.fr
14
Mali
M. Daouda Simbara
Ministère de l’Education
nationale
Directeur national de
l’enseignement technique et
professionnel
Ministère de
l’Education nationale
Tel and Fax:
223-229 04 50
simbara@cefib.com
15
Mali
M. Moussa Macalou
Conseiller technique
Ministère délégué
chargé de l’Emploi et
de la formation
professionnelle
223-229 77 39
Fax: 223 2297940
Moussamacamou@yahoo.fr
Banjul
220-225 234 (O)
220-392 600 (O)
220-392 841 (O)
233-21-683 676
71
16
Niger
17
Niger
18
Nigeria
M. Harouna Dembo Tidjani Directeur de l’Enseignement Ministère de
et de la formation
I’Enseignement
professionnels et techniques secondaire et supérieur,
de la recherche et la
technologie
M. Mamane Ousmane
Inspecteur du travail, Chef
Direction de la
de la Division des
Promotion de l’emploi
statistiques et la
et de la formation
documentation
professionnelle au
Ministère de la
Fonction publique et du
travail
Dr. Nuru A. Yakubu
Executive Secretary
National Board for
Technical Education,
Kaduna, Nigeria
BP 628
Niamey
227-20 35 36
227-73 76 45
Fax: 227-75 54 01
Balaipec@intnet.ne
B.P. 11087 Ny
Niamey
227-20 35 36
227-73 36 45
Plot B, PMB 2239, 234-62-246554
Kaduna, Nigeria
Fax:234-62-247507
e-mail:nyakubu@nbte-nigeria.org
19
Nigeria
Mr Andrew Imandojemu
Director (TD)
National Business & P.M.B. 1747, Benin Tel: 234-52-258197 234-52 255
Technical Examination City, Edo State, 972 08023367614
Board (NABTEB)
Nigeria
20
Nigeria
Mr. E.J. Okon
Deputy
Director Federal Ministry
(Technology Education)
Education
21
Nigeria
Alhaji
Bukar
Konduga
22
Nigeria
Mr. Umunakwe Eddie O. Executive Secretary
Anyanwu
National
Board
23
Senegal
M. Ahmadou Hamedine
Baro
Adjoint au Directeur de la
formation professionnelle
Ministère de
I’Enseignement
24
UNESCO-HQ
Mr Wataru Iwamoto
Director ED/STVE
UNESCO HQ Paris
of Garki, Abuja
+234-8033113172
Sheriff Assistant Director of Labour Federal Ministry of Abuja, Nigeria
in charge of Trade Test
Labour & Productivity
Manpower P.M.B. 355, Abuja, Tel: 234-9-2341106
Nigeria
234-9-805742
BP 4025
Dakar
823 48 61 (O)
680 63 27 (M)
Fax: 823 48 61
UNESCO ED/STVE 331-4568
Paris
72
25
UNESCOUNEVOCBonn
Mr. Albert Koopman
Programme Officer
UNESCO-UNEVOC
Bonn
Bonn
Fax:+49-228-2433777
Tel: +49-228-24 33 7 14
a.koopman@unevoc.de
26
UNESCO-HQ
Dr. Hashim Abdul-Wahab
Consultant
UNESCO
ED/STV/TVE Paris
7 Place de Fontenoy Tel: +331-45681737
75352 Paris 07 SP
France
Fax: 331-45685545
h.abdul-wahab@unesco.org
27
UNESCO-HQ
Dr. Daniel Allard
Consultant
UNESCO
ED/STVE/TVE
Paris
Tel: +331-4530 28
3368696728(m)
daniel.allard@accreteil.fr
28
ILO
Office- Mr. Amadu Sanda
Lagos-Nigeria
Programme Officer
ILO Office, Lagos
Lagos
Tel:+234-1-2693916
Fax:
+234-1-2690717 sanda@ilo.org
*Presently, Director General, National Training Authority, C/o Dept. of State for Education, Banjul, Gambia, Tel: +220 909320
73
APPENDIX B
COUNTRY REPORTS
74
TECHNICAL AND VOCATIONAL EDUCATION IN BENIN
Presented by
KOUASSI ANTOINE HOUNNOUGA,
Chief of Service, Apprenticeship and Continuous Education, Ministry of Public Service,
Cotonou, Benin
&
HOUNKPONOU COCOU THÉOPHILE,
Cabinet Director, Ministry of Technical and Vocational Education,
Cotonou, Benin
Introduction
The low productivity of Benin’s national economy, which led it to the process of structural
adjustment, demonstrated that the country was confronting a serious lack of qualified workers as
well as a training system that was not adapted to the needs of an already-fragile economy touched
by the 1980s’ crisis and competition. To respond to this challenge, the state decided to implement
reforms at the different levels of education and vocational training in order to widen access to all
social strata and increase the quality of the education and vocational training on offer.
On the basis of this vision, the state made efforts to put in place a system of continuous vocational
training on the one hand and reform the system of technical and vocational education into a system
of technical education and vocational training on the other.
A – National continuous vocational training policy
The efforts made by the state in the framework of the implementation of a system of continuous
vocational training were supported by development partners (the World Bank and ILO) and led to
the elaboration of a policy document adopted by the Government on 30 December 1998. What are
the broad directions of national continuous vocational training policy in Benin?
The response to this question will be presented through:
- the objectives;
- the steering principles;
- the field of application; and
- the policy implementation strategies.
1. Policy objectives
General policy objectives
The general policy objectives are centred around two points:
a) The need to economically satisfy company requirements for qualified workers in order to
increase output, productivity and competition;
75
b) The need to ensure the professional and social advancement of workers by developing
adaptation possibilities or the possibilities for workers to access better-paid jobs and by
preparing the entrance of young people into the world of work.
Specific objectives
The general objectives cited above have been declined into the following specific objectives:
a) sensitize and inform economic actors of the advantages of continuous training;
b) create an internal dynamic on the part of vocational organizations and employers to develop
a culture of continuous training;
c) reorganize and regulate the training market;
d) improve and develop the system of traditional apprenticeships in order to integrate it into a
global system of training and professional insertion;
e) fight against unemployment, underemployment and poverty by the quantitative and
qualitative development of productive work; and
f) enlarge and diversify the access of the Benin people to quality training which is
permanently adapted to the needs of the market.
2. The steering principles
Continuous vocational training in Benin is essentially based on:
- the respect of the right to training of all workers and active members of the population;
- the respect of tripartite principles, dialogue or partnerships at all levels including political,
institutional, implementation of training and evaluation actions;
- justification as to pertinence with regards to employment and the economic impact of the
training envisaged as well as the investment required;
- quality training together with the principle of efficiency; and
- regulation of the provision of continuous vocational training by demand and evaluation of
the effectiveness of training completed.
3. The policy’s field of application
The policy’s field of application includes:
- training during work periods in modern sector enterprises;
- block training interspersed with periods of work for apprentices;
- continuous training in the informal sector in micro-enterprises and arts and crafts ;
- training in rural areas and in particular the agricultural sector, taking into account the needs
of the areas;
- training for the insertion of active members of the population in the production circuit;
- training for the improvement of income in the framework of the fight against poverty;
- studies relative to continuous training and learning; and
- reinforcement of the capacities of pilot instruments and labour market studies.
4. Strategies
In the framework of the implementation of national policy concerning continuous vocational
training, the following strategies were defined:
76
-
implementation of a legal framework;
implementation of a dialogue framework between the different actors of continuous
vocational training;
institution of a financial and regulatory framework of continuous vocational training;
development of planning and co-ordination instruments of the National Policy of
Continuous Vocational Training;
development of the system of information on training, qualifications and the labour market
by reinforcing the capacities of the Employment and Training Observatory; and
reinforcement of training structures’ capacities.
4.1 – Implementation of a legal framework
This includes:
In the short term, taking a document to create a training fund in order to satisfy the urgent
need for qualified workers;
- In the mid-term, rewriting currently scattered texts in order to formulate a law on
continuous training that demonstrates the state’s political will to sanction the obligation to
provide continuous training and its financing by the enterprises of all sectors.
-
4.2 – Implementation of a dialogue framework between the different actors of continuous
vocational training
Out of concern for the need to tackle and coherently attend to employment and worker
qualifications policies, a tripartite dialogue framework will be created called the ‘National Council
of Vocational Training for Employment’ (Conseil national de la formation professionnelle pour
l’emploi – CNFPE).
This Council’s duties will include:
- determining, according to development objectives, national needs for worker training and
the means to satisfy these;
- assisting public authorities in the elaboration of decisions relative to the training of
workers;
- studying and putting forward opinions on vocational training for employment regulation;
and
- giving advice as regards technology choice (concern for protection of existing jobs, creation
of new jobs or increase of positions).
The documents creating this Council are currently being developed.
4.3 – Implementation of a financial and regulatory framework for continuous vocational learning
This action involves the creation of a training fund. This fund was created on 12 February 1999 and
has been operating since January 2001.
4.3.1 – Fund statutes
The fund is a public institution with legal personality and financial autonomy. It is placed under the
authority of the Labour Minister.
77
4.3.2 – Fund instruments
The fund has two instruments: the Management Bureau (Comité de gestion) and the Executive
Secretariat (Secrétariat exécution).
4.3.2.1 – The Management Bureau
This is the decision-making instrument. It is the Administrative Funds Council. It is a tripartite and
equal instrument composed of 12 members.
4.3.2.2 – The Executive Secretariat
This is the permanent instrument or the General Directorate of Funds. It ensures daily management
of the funds and is placed under the authority of the Management Bureau. It is headed by an
executive secretariat charged with implementing training policy defined by the Management
Bureau.
4.3.3 – The fund’s resources
The fund’s resources are
- the learning tax;
- beneficiary contributions;
- development partners’ contributions;
- external organization’s funds;
- donation and legacies;
- subsidies;
- funds resources’ placing products; and
- other resources.
4.3.4 – The fund’s objectives
The fund’s objectives can be summed up into three fields of intervention:
- training for the benefit of formal, informal and agricultural sector enterprises as well as for
employment-seekers, future and new entrepreneurs;
- reinforcement of the capacities of training organizations;
- studies linked to labour market knowledge and training needs.
4.4 – Development of planning and co-ordination instruments
The Labour Ministry has at its disposal a Directorate of Continuous Vocational Training, which is
the executive instrument of state policy on continuous training and learning. This Directorate
co-ordinated the development process of national vocational training policy and, in the framework
of the implementation of this policy, plays a policy, follow-up and system evaluation co-ordination
role. In this framework, its capacities will be reinforced by the implementation of competent
services disposing of the necessary means for the accomplishment of this objective. These services
were created and personnel benefited from training. However, the material means are lacking for
them to better fulfil their mandates.
78
4.5 – Development of the information system on training, qualifications and the labour market:
reinforcement of the capacities of the Employment and Training Observatory
The Employment and Training Observatory was created to transform information on the labour
market into a veritable decision-making tool. To allow it to fully play its role in the framework of
the implementation of the policy, its technical and material capacities will be reinforced. Here, also,
the material means are lacking.
4.6 – Reinforcement of training organizations’ capacities
The implementation of an effective system of continuous vocational training requires an executive
structure able to satisfy market needs. Yet the current potential for training comprises weaknesses
linked to the equipment available, programme contents and the framing conditions. These
weaknesses must be remedied. Equally, to allow the different target groups to access quality
training actions have been envisaged to reinforce the technical capacities of training organizations,
which constitute the essential link in the system.
B. The reform of technical education and professional training
Benin considers education a development priority. In 1993, it therefore engaged in a vast reform of
its education system. At the level of the education sector, technical and vocational education has
constituted since the General States of National Education the second priority after primary
teaching. In this perspective, the Benin government adopted in March 2001 a Policy and Direction
of Technical Education and Vocational Training Document which provided the objective basis for
an accelerated development of this sub-sector. But what does this sub-sector look like?
1. Presentation of the sub-sector
The sub-sector ensures the training of qualified workers in the technical industrial sciences, the
agricultural and technical sciences, management science and techniques, administration and
commerce, all of these coming under the field of technical education. Vocational training is
dispensed in schools and institutes of health science from which midwives, social workers,
laboratory technicians, hygiene workers and nurses and assistant nurses graduate.
Around 1994-1995, there was a dual pilot learning centre which welcomed learners and their
leaders for more systemic training in the exercise of their trades. This dual system of learning
proved sufficiently practical and useful and is currently the object of an extension. We must note
that technical education in Benin is up to 70 per cent dominated by commercial and management
streams. It has experienced a significant increase in its number of enrolled students, with an average
annual increase of 14 per cent since 1995. Girls are less likely than boys to be enrolled in industrial
or technical streams. However, they are very present in the health field and management fields and
constitute a majority in family and social education as well as in hotel-catering education.
79
Given this organization of formal education and training, we can say that the state almost has a
monopoly on industrial, agricultural and health education institutions while private institutions
dominate service streams such as management, administration and commerce.
2. Objectives
Three objectives are defined in the framework of the implementation of the reform of technical and
vocational education and training:
improvement of the institutional, legal and financial frameworks of the TVET system;

improvement of the training made available and the capacities of the TVET system; and

development of human resources for the TVET system.

3. Implementation strategies of the reform
To attain these objectives, various strategies have been developed. These include:
For the first objective:
restructure technical and vocational education (TVE) into a technical education and

vocational training (TVET) system;
revise the access and graduation criteria of TVET on the one hand and the qualifications,

examinations, certificates and TVET diploma norms on the other;
install a new legal framework and new structures specific to the public TVET

institutions;
install a dialogue and co-ordination framework bringing together different

socio-economic partners and vocational training actors; and
create a financial framework for the TVET system

For the second objective:
vocationalize initial TVE training;

introduce a system of dual learning in the TVET system;

widen the TVET offer in continuous learning;

develop short-duration practical training courses for social groups disadvantaged in

their access to training and employment;
enliven and popularize new technologies; and

create a national system for professional qualifications at different levels and their

official certification.
For the third objective:
create a public training and recycling institution for teachers and administrative

personnel from the public and private sectors;
install a permanent system of training and recycling of TVET teachers and

administrative personnel; and
rehabilitate the careers of TVET teaching and administrative personnel.

C – Vocational training policy in Benin and the new UNESCO and ILO instruments
80
The Vocational Training Policy documents in Benin contain the aspects developed by the new ILO
and UNESCO instruments. In particular, they incorporate the need to:
- respond to the training needs of the labour market;
- promote lifelong learning in order to increase the employability level of workers, whether
they are from the formal, informal or agricultural sectors;
- ensure a decent job for the active population;
- share responsibility on investment and financing of training between the State, employers
and workers;
- avoid exclusion and social discrimination by increasing access to training of all workers;
- inscribe the development and implementation of training and employment policy in a
participative (tripartite) approach;
- implement a national qualifications framework with the aim of validating competencies
acquired in the workplace and especially in the informal sector; and
- use information and communication technologies as a training tool.
D – Future actions
At this point of the implementation of the Continuous Vocational Training and the Reform of
Technical Education and Vocational Training, it is necessary to:
- initiate legislation sanctioning the national obligation for the state, enterprises and
individuals to provide and finance continuous vocational training;
- create the dialogue and partnership frameworks provided for in the two policy documents;
- create a national qualifications framework in order to validate and certify vocational
competencies;
- promote the use of information and communication technologies as a lifelong learning tool.
Conclusion
The document Reform of technical education and vocational training completes the National
Policy on Continuous Vocational Training. These two documents are previous to the new ILO and
UNESCO instruments. They contain, however, all the issues brought up by these instruments.
81
TECHNICAL EDUCATION IN COTE D’IVOIRE
Presented by
KAGOHI ROBALE
Technical Advisor, Ministry of National Education,
Abidjan, Côte d’Ivoire
Objectives of technical education
Prelude
UNESCO defines technical education as those aspects of the educational system that in addition to
general instruction include the study of closely related sciences and the acquisition of practical
capacities, attitudes, comprehension and knowledge linked to trades and professions of diverse
sectors of economic and social life. Unlike professional training, technical education does not
necessarily lead to a trade although it is an important prelude to this.
Introduction
Secondary technical education is a level of education that aims to promote acquisition of the
necessary and indispensable prerequisites to tackling long studies in technical education or
professional training leading to a trade and that can be directly applied in an enterprise. This
education is dispensed in public technical high schools and in special cases in private institutions
with proved pedagogical and material capacities, to ensure training up to the level of a ‘technical
baccalaureate’. The aim of this education is not training for a trade.
1.1 Target
Students access technical education through guidance on the basis of rigorous predetermined
criteria and include the best students within their class (troisième: approximately 14-15 years old).
Technical education therefore begins in the seconde class (at approximately 15-16 years old),
meaning that students often have insufficient information on the different training streams.
1.2 Current Configuration
Table 1: Distribution of institutions
TYPE
MEN
NUMBER
Percentage
Sub-total
Percentage
Sub-total
3
5%
4
6.67%
PUBLIC
MIN DEF
1
1.67%
PRIVATE
Subsidized
Non-subsidized
47
78.33%
56
93.33%
6
10%
Foreign
rights
3
5%
TOTAL
60
100%
60
100%
82
1.3 Training streams
Seconde (15-16 years)
Première (16-17 years)
Terminale
(17-18 years)
B
AB
B
G1
G1
G1
G2
G2
G2
F2
T1
F2
E
F1
F2
F3
F4
F7
F2
E
F1
F2
F3
F4
F7
T2
T3
BAC and specializations
BAC B: Economic and social
sciences.
BAC G1: Technician admin
secretarial
BAC
G2:
Technician
management account
BAC F2: Electronics
BAC E: Maths and techniques
BAC F1: Const. mechanics
BAC F2: Electronics
BAC F3: Electronics
BAC F4: Civil eng.
BAC F7: Biol biochem.
sciences.
NB: specify type of 2nd F2 (in private institutions)
1.4 Classes covered
SECTOR
TERTIARY
INDUSTRIAL
BAC STREAM
B. Eco & soc. sc.
G1 Tech admsec.
G2 Manag. acc.
E: Maths&tech
F1:Const. mech.
F2:Electronics
F3:Electrotech
F4: civil eng.
F7:bio-biochem
Public schools
*
‫٭‬
‫٭‬
‫٭‬
‫٭‬
‫٭‬
‫٭‬
‫٭‬
‫٭‬
Private Schools
‫٭‬
‫٭‬
‫٭‬
0
0
‫٭‬
‫٭‬
0
0
Foreign Schools
‫٭‬
0
0
0
0
0
0
0
0
CURRENT SITUATION
Technical education represents an ensemble comprising:
- three institutions under the direction of the Ministry of National Education: Lycée
Technique Cocody, Lycée Technique Yopougon and Lycée Technique Bouaké;
- one institution under the direction of the Ministry of Defence: Ecole Militaire Préparatoire
Technique (EMPT);
- 80 legal private institutions, of which 67 are subsidized (Abengourou: 2, Abidjan: 36,
Bondoukou: 1, Bouaké: 7, Daloa: 6, Dimbokro: 2, Korhogo: 3, Man: 3, Odienné: 1, San
Pedro: 2 ,Yamasoukro:2.);
- 13 non-subsidized institutions; and
- three institutions with foreign status.
83
2.1
Locations
Originally conceived as an addition to general education, they are situated (even the private
institutions) almost exclusively in the two large cities of the country: Abidjan and Bouaké.
2.2
Institutional structure
Arrangements provided for in the statutes managing these technical schools do not take sufficiently
into account their specificity: that technical schools aim to provide competencies for the labour
market.
2.3
Teaching programmes
Training methods and curricula have not kept up with technological evolution. Today, there is a
considerable gap between the programmes and the labour market.
2.4
Teaching staff
The chronic absence of improvement and continuous training as well as internal problems within
the education system have created a gap between theoretical knowledge and technological
evolution, resulting amongst other effects in a lack of motivation.
2.5
Students
Guided from Class 3 on the basis of selective and rigorous criteria, students demonstrate
weaknesses as a result of the lack of motivation of teaching staff, lack of didactic documents and
the lack of union discipline. To this we must add the problem of post-baccalaureate guidance
towards university and technological streams and the lack of opening of these institutions towards
the outside world.
2.6
Infrastructures
Constructed for the most part since independence, technical schools are in bad physical shape. In
some places, buildings are little more than ruins and diverse rehabilitation operations have not been
able to give them a new appearance. The schools exist in vast spaces but in buildings that are
cramped and not adapted, which reduces their capacities.
2.7
Equipment
Despite the contributions of the French (AFPRO) and Spanish (Dragados) co-operation, technical
schools suffer due to their outdated and insufficient teaching equipment. Computing is advancing
very slowly and students do not have the possibility to acquire or become familiar with the new
educational tools.
2.8
Management
There is a real management problem in the technical schools:
84
-
-
2.9
management of training cycles: three training cycles (secondary, higher and continuing
vocational training) share the educational space of the schools with a programme and
evaluations for each learner;
financial management: vocational training continues to be based on the enterprises that pay
for this training. How are these resources managed? What is the school’s part in this? Of
teachers? And the French co-operation which provides equipment? What is the distribution
grid for charges and resources?
Private technical education
Linked to the state by decree n° 97-675 of 3 December 1997 which establishes the concession of the
public education service to private institutions and by a convention between institution directors
and the Ministry of National Education, private technical education is currently authorized to
prepare for baccalaureates B, G1, G2 and F2. It comprises 47 subsidized institutions.
This type of education encounters the same problems as the public sector, namely low-level
non-recycled teaching staff, weakness in student follow-up and evaluation mechanisms, derisory
and irregular salaries, classes of disparate levels, low level of administrative support, lack of
discipline, etc.
PARTIAL CONCLUSION
The current system of technical education has suffered from the repercussions of its resistance to
change. Indeed, it is characterized by:
- the weakness of its capacity;
- the lack of adaptation of legal texts;
- the lack of linkage with other types of education / lack of bridges;
- insufficient and outdated educational equipment;
- lack of continued training of teaching staff and difficult access to educational documents;
- insufficient and irregular educational support;
- educational contents not adapted;
- lack of motivation of teaching staff;
- rough management of external works undertaken in the school; and
- absence of education equipment and infrastructures maintenance.
These institutions (public or private) now need a plan to rejuvenate them in order to redefine their
objectives and bring learners closer to the training streams.
DEVELOPMENT PERSPECTIVES
Objectives
The policy leading to reform of Côte d’Ivoire’s education system is based on the observation that
the school system has distanced itself in its contents and objectives from the realities of citizens and
the country, with the consequences that are feared and disparaged. The system must therefore be
redirected in a manner that gives it a solid cultural and social basis. Technical education is part of
this chapter. Long kept apart from large reform processes, mostly due to the financial means
85
necessary for its equipment, technical education, which is an essential link in the educational
system must now become involved, interlink itself with, open up and recommence on new
foundations.
In terms of regional policy, we must think about constructing technical high schools in other
regions while at the same time re-energizing and readapting current training streams and creating
new streams related to the industrial development plan of the country and the regions in particular.
OPTIONS
Extension of technical streams
With the reattachment of technical education to general education, some technical streams can be
opened in classical high schools. These would either be seconde-level classes (students aged
approximately 15-16 years) with a common curriculum which would lead to either general or
technological premières (students aged 16-17 years) classes; or technical education classes such as
AB, G1 and G2 opened in classical high schools. The lycée technique de Bouaké should also be
enlarged by the opening of seconde classes AB, G1 and G2 as well as the creation of a première F2.
Creation of new streams
Technological evolution implies an adaptation of training programmes in order to respect the
objectives of technical high schools to provide competencies for enterprises. These streams will
take into account the industrial development of the country and the possibility to acquire equipment
at the lowest cost.
Creation of new technical schools
A new school map of the Ministry is necessary to redeploy technical education. Where should the
technical schools be established? The areas without such schools are the north (Korhogo), the
centre-west (Daloa-Gagnoa) and the east (Abengourou).
However, cost-effectiveness and return is more important here than politics: We need to take into
account the number of general education institutions, the number of students in the regions and the
economic development trends of the region.
What training streams should be opened in these new technical schools? Priority should be given to
the region’s economy and the technologies necessary for the industrial development of the region.
The new management methods
Given their training production purpose, the technical schools need a new framework of definition
and management: new legislation or a direction decree needs to be developed with the following
objectives:
- redefine the objectives of technical education as both initial training and continued training
- constitute and develop institution projects in order to encourage good management
- define the conditions of the participation of beneficiaries in the financing of the system
86
-
improve the quality of technical training according to technological evolution
rehabilitate infrastructures and equipment while stressing maintenance
define the terms and the composition of the joint management board
establish a system of lower-cost contracts for certain teacher positions
periodically adapt the streams and programmes.
CONCLUSION
To fulfil its objectives (initial and continued training), technical education must show itself to be
dynamic through adapting itself to essential changes. Legal measures concerning the reform of
technical education must be taken in order to resolve financing and management problems.
- A ‘corporation’ for the development of technical education: Placed under the authority of
the Minister for National Education, it will be fed by the participation of beneficiaries and
by the contribution of technical schools to works effected in the framework of continuous
vocational training;
- Corporate funds will serve to rehabilitate and build new schools and possibly pay teacher
holidays;
- The status of technical training institutions will be reviewed in order to confer on them a
status allowing them to implement a management partnership with the public and private
sectors;
- A law on initial and continuous training guidance adapted to the current context of
employment and the labour market will be developed.
SELF-FINANCING OF TECHNICAL EDUCATION
The institutes of secondary technical education have no other alternative than to be the actors of
their own destiny, provide adequate training and practical technological competencies and
encourage activities-generating resources. Without this culture, they will never be able to push
forward development.
The limited means of the country necessitate the implementation of mechanisms allowing both a
command of public spending as well as the aptitude to generate their own resources. This is
necessary for their long-term viability. At the micro-level, it applies perfectly to all types of
technical education.
Four basic directions are key to this construction:
1. framing of activities generating resources and their allotment to institutions as targeted
objectives;
2. reinforcement of human capacities;
3. necessary institutional development;
4. modernization of work tools and the improvement of the brand image of technical
institutions in society and in companies.
In order to develop on preceding actions, we must redefine the fundamental objectives of secondary
technical education, ie. whether this is basic training and/or whether it constitutes a means for
development, in order to:
87
-
allow each student to attain his/her level of excellence;
maintain, enrich and share collective know-how;
adapt training to trades for today and the future;
build an ‘enterprise spirit’;
permanently maintain knowledge;
contribute to the fight against poverty by support for development; and
contribute to the progress of social management.
FIRST DIRECTION
In the first direction, which concerns the framework of activities generating resources and their
allotment to institutions in terms of targeted objectives, the process can be structured around the
following principal activities:
- continued training;
- services for enterprises;
- special training;
- advice, audit and expertise activities;
- carrying out of competency assessments;
- creation and management of enterprises integrated into the institutions;
- language training; and
- structuring and organizing of donors, particularly alumni.
SECOND DIRECTION
The reinforcing of human capacities and permanent adaptation of personnel through knowledge
and know-how is recommended for a society in the throes of change. Such an adaptation will
necessitate:
- the organization of work periods of extended duration in enterprises by teachers;
- participation of professionals in teaching with qualifications recognized by the public
authorities;
- generalization of continuous training for teaching personnel;
- training of school directors for coordination tasks;
- engagement of institutions in a quality approach moving towards ISO-type certifications;
and
- ability to recruit personnel with extensive technological capacity and who would not
necessarily have teaching experience.
THIRD DIRECTION
In the third direction, that is to say institutional development, the public authorities must engage in
a large series of institutional reforms taking into account the new objectives ascribed to institutions
as well as those ascribed to teachers. In order to achieve this, the following actions should be taken:
- Institutions should be structured for the creation of continuous training bureaux and
industrial relations bureaux with a clear status and a simple working method;
- Implement a regulations framework for the development of production companies within
the institutions;
88
-
Develop a framework to facilitate the implication of the private sector and civil society
within the life of institutions;
Define a method of financial management that is flexible and effective, with large
autonomy to institutions;
Institutionalize a technical education tax;
Implement fiscal arrangements encouraging enterprises to donate to institutions;
Create in each Regional Directorate an industrial relations cell;
Direct state financing towards secondary technical education;
Substantially increase the numbers of teaching personnel in the institutions.
FOURTH DIRECTION
Finally, on the issue of the modernization of worktools and improvement of the brand image of
secondary technical education, the public authorities must make a considerable financial effort.
To face this challenge they will have to, through appropriate fiscal, legislative and regulatory
measures:
- encourage private financing of the school system;
- help reduce social injustice and difficulties of access to schooling by students from
unprivileged backgrounds; and
- work to render competitive the products made in technical institutions.
Each institution should study and elaborate self-financing techniques by trying to:
- create and make profitable production activities in institutions;
- encourage productive partnerships between institutions and enterprises;
- cultivate a spirit of initiative amongst technical institution leaders; and
- revalorize the financial resources of institutions.
Concerning these aspects of the generation of resources and the reformulation of new objectives
ascribed to technical education in the framework of the self-financing of these institutions, the
following steps are necessary:
- research into private financing;
- state presence at all levels of institutional activities
- state protection to prevent ‘selection through money’ at school which could aggravate
social injustices; and
- training and development of an enterprise culture and management amongst institution
heads.
Secondary technical education could experience a real drive forward if it adapts and modernizes
itself to become an economic pillar.
89
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN GUINEA
Presented by
PIERRE MAKA
Deputy National Director of Personnel Training
Ministry of Technical and Vocational Education and Training
Conakry, Guinea
Outline of presentation
1. Brief presentation of technical and vocational education and training
2. Identification of aspects of the two standard-setting documents after examination of the
UNESCO normative instrument on technical and vocational education and training and the
policy declaration of the ILO on training and the development of human resources.
3. Strategic framework project for reinforcing national policy on technical and vocational
education and training in the Republic of Guinea, incorporating aspects which are not
adequately treated.
1. The technical and vocational training system of the Republic of Guinea
The Guinean educational system is divided into three types: pre-university, technical and
vocational education and training (TVET) and higher education and research. Initially grouped
together with pre-university education in the same ministry, the TVET system has had its own
ministerial department since 1996. This action demonstrates the commitment of the Second
Republic to this educational sub-system and its importance for the country’s economic
development.
Indeed our country, like other countries in the region, believes that no country can strive for a
harmonious and balanced development without qualified workers able to compete with those in
other countries and able to adapt to more and more frequent changes due to rapid scientific and
technological evolution.
Directions
The adoption of an educational policy in 1989 led to a series of studies and diagnostics which
resulted in a TVET policy declaration and letter. These studies had concluded that there were
problems within the system leading to workers with few qualifications and not always responding
to market demand. Extensive reforms were made, with the TVET department responsible for
implementing the restructuring aiming specifically to:
direct TVET according to labour market needs for both the formal and informal sectors;

help increase gross school participation levels through training of qualified primary

school teachers;
ensure better links between training and jobs from the point of view of trainees as well

as the competencies to be developed;
contribute to an increase in informal sector qualifications through greater access of

informal sector workers to lifelong training;
90






widen the objectives of vocational training centres and national schools by allowing
them to become veritable centres offering multiple training services both at basic and
continuing/lifelong training levels;
ensure that the network has a teaching and administrative personnel able to ensure these
new objectives;
favour the development of a private teaching network and the participation of the
private sector in training management as well as in the learning activities of the public
network;
increase autonomy in institution management and recognition of their role as principal
vocational training providers in their territory;
establish sharing of financial costs between national and regional levels as well as at
local level and by main users; and
ensure gender equity through the development of appropriate streams leading in the
short-term to employment possibilities.
A. Development lines of action
Three major system development lines of action were retained from the restructuring and directions
objectives:
training directed towards technical and vocational training in categories of employment

that are the most structuring in terms of the economy and which are found in the
majority of socio-economic sectors;
training directed towards superior technical or advanced technological training, but

adapted to the local context; and
training taking into account the informal sector that leaves space for lifelong learning

organized in close collaboration with enterprises, the region’s principal socio-economic
partners and in particular the national bureau for vocational training (Office national de
formation et de perfectionnement professionnel).
B. Structure
To respond to the objectives ascribed to it, the Ministry of Technical and Vocational Education and
Training of the Republic of Guinea has been equipped with a structure comprising two national
directorates charged with implementing government policy on TVET. These are:

National Directorate for Educational Development and Programmes; and

National Directorate for Training and Life-Long Learning.
The department’s directory also include two Directorates-General, which are:

National Bureau for Training and Life-long Learning; and

National Management Training Centre.
These Directorates are assisted in their work by support services and a gender equity board.
C. School mapping
In 2002, the Republic of Guinea had 83 technical and vocational training institutions, of which 43
were private (Table 1). Thirteen thousand and eighty-five students are enrolled, 3,257 of whom are
91
enrolled in private institutions. On the basis of the priority needs of the population and the policy
plans of the ministerial departments, 47 programmes are grouped into 13 training streams. These
training streams are the following:
1. mechanical engineering
2. civil engineering
3. electrical engineering
4. electronic engineering
5. mining engineering
6. health
7. education
8. agriculture
9. food agriculture
10. forestry
11. fishing
12. clothing / arts and crafts
13. administrative management
Table 1: Institutions of technical education and vocational training
Institutions
Number Comments
Professional Training Centre
17
14 engineering
Normal School for Teachers
9
Including one EPS school
Normal School for Technical Education
1
Community Health School
3
National Applied Arts and Crafts Schools
1
National Mail and Telecommunications School
1
National Water and Forests School
1
National Agriculture School
3
National Health School
1
National Administration and Secretarial School
1
Centre for Hotel and Tourist Management Training 1
Centre for Life-long Learning
2
Private Schools
42
Total
83
D. Conclusion
The Republic of Guinea’s Department of Technical Education and Professional Training launched
in 1996 an extensive series of reforms of its educational system, comprising aspects linked to its
programmes, infrastructure, structure and training of personnel. Support given to the informal
sector and the gender issue are also taken into account in the reforms. The recent adoption by the
Guinean government of a strategic development plan for the TVET sector demonstrates the
commitment made by the authorities to this educational sub-sector which exists harmoniously
alongside the other types of education.
92
2. Analysis of the UNESCO-ILO Revised Recommendations on Technical and Vocational
Education and Training
The reform of the Republic of Guinea’s educational sub-system of TVET touches on many aspects
of UNESCO’s recommendations. However, certain aspects of the documents are only briefly or not
at all touched upon.
Objectives
Inadequately treated aspects:




Scientific, cultural, economic and social aspects are not explicitly referred to in the
objectives: Rather, they are pre-requisites taught in secondary school where our
candidates are recruited;
The integration of technical and professional education in general education is not yet
one of the objectives;
access for disabled and other unprivileged groups to TVET; and
gateways/transfers between TVET and higher education.
Adequately treated aspects:








sustainable development and environmental protection;
educational needs according to vocational evolution;
a large knowledge base in the form of basic training in technology, the world of work
and human values;
determined choices for developing talents;
passage from one TVET sector to another;
varied streams open to all;
gender and equity issues; and
respect of individual aspirations to adapt to rapid change, particularly in information
and communication technologies.
Policy, planning and administration
Inadequately treated aspects:






This role is managed by the department in charge of the system through its Planning and
Statistics Service, which is not always sufficiently equipped;
Efforts are presently being made to increase teaching quality in the different streams by
programme rewriting and all aspects of teacher training and equipment;
Research is underdeveloped at present. However, the current restructuring of the
Normal School of Technical Education will aim to resolve this problem;
aspects related to diversification of secondary programmes and relationship with the
world of work;
insufficient budgetary allocation;
TVET transfers are currently being projected;
93


Criteria and norms are being elaborated in specialized services;
An Audit and Evaluation service exists within the structure of the department but does
not yet play a significant role.
Adequately treated aspects:









partnership between different socio-economic players;
awareness-raising for private and public sector to invest in worker training;
all TVET providers under the same supervision, the TVET department;
TVET considered a State priority for financing;
vocational training adapted to local needs;
strategic directions validated by all system partners;
flexibility given to institutions to develop programmes according to needs expressed by
enterprises and services;
Each developed or revised programme is accompanied by a material organisation guide
in accordance with infrastructure and equipment norms; and
financial autonomy for schools.
Basic technical and vocational training in general education
This aspect of the recommendations is not adequately treated. The created of regional applied arts
and crafts schools will start to address this problem. A study of secondary education is currently
being completed and the issue of profile diversification will be tackled.
TVET as preparation for employment
Inadequately treated aspects:


The diversification of the final stages of secondary education to give youth two options:
work or higher education;
training provided for the physically and mentally disabled.
Adequately treated aspects:




acquisition of knowledge base and general competencies preparing learners for a large
range of jobs and for a specialised first job as well as aptitudes for life-long learning
during employment;
Generally speaking, young people entering vocational training are between 16 and 20
years old;
Incentives are instituted to attract female clients to TVET and keep them;
Those not enrolled and employment-seekers are attended to by the national bureau for
training which frames the informal sector.
Organization
Inadequately treated aspects:

part-time programmes, training breaks;
94


open and distance learning programmes; and
part-time teaching.
Aspects adequately treated:





School mapping of Guinea shows national and regional schools to respond to national
and local needs;
full-time programmes in institutions dispensing theory and practical training;
equipment made available outside class hours to the informal sector;
out-of-date company equipment made available to schools; and
company and service professionals lecture in schools .
Programme contents
Inadequately treated aspects:

Balance between general courses and other subjects, inter-disciplinary character,
vocational requirements of new jobs and in particular use of new technologies. The
application of computer technologies to management in business, commerce, catering
and hotels.
Adequately treated aspects:


Analysis and forecasting of vocational training needs with the participation of professionals,
a common core-syllabus, an interdisciplinary perspective at BTS (specialized technician)
level, basic training in management of SMEs, hygiene and environmental security,
preparation for the working world through work placements in enterprises, guidance
towards preparation for aspects of small jobs, increase in living standards in nutrition,
clothing and other aspects; and
programmes developed as modules.
TVET as life-long learning
Inadequately treated aspects:


recognition of experiences and certification/validation; lifelong learning allowing adults
and seniors to fill in gaps in their general or vocational training; work breaks; recognition of
experience gained through salary; courses held during work hours and at place of work;
correspondence courses; night courses; radio courses;
life-long learning adapted for adults with use of ITCs and vocational training within the
framework of distance learning.
Aspects adequately treated



lifelong learning financed by public and private funds;
training and improvement made known to the public; and
exemption from courses in TVET institutions of programmes directed towards particular
clients.
95
Guidance
Inadequately treated aspects:

most aspects.
Adequately treated aspects:

guidance for women and girls.
Learning processes
Inadequately treated aspects:

foreign languages and cultures; mathematical and scientific foundations from experiments
and conversely, the use of contemporary education technologies; foreign language learning
as an essential aspect of the teaching programme
Adequately treated aspects:

challenges regarding innovative and flexible approaches based on the learner; Theory and
practice form a whole and motivate the learner; Machines and tools are adapted to the needs
of the workplace; evaluation; appreciation.
Personnel
Inadequately treated aspects:




priority in recruitment and training of a sufficient number of teachers, administrators and
guidance counsellors;
TVET teachers’ profile is not adequately treated and general programme teachers still do
not have an idea of the learners’ TVET programme;
training and flexible recycling programme combining University instruction and work
placements: TVET institution heads do not devote a significant part of their time to the
pedagogical and scientific aspects of their role; and
guidance personnel.
Adequately treated aspects:



TVET teachers are an integral part of the teaching profession;
qualified professionals working outside the education sector are invited to give lessons in
TVET institutions; and
basic training and lifelong learning programmes of TVET teachers; training of TVET
teachers; means given to teacher trainers to improve their knowledge; TVET
administrators’ profile.
International co-operation
Inadequately treated aspects:
96

permanent evaluation of internationally-recommended norms.
Adequately treated aspects:


north-south and south-south co-operation; opening-up of TVET to foreigners;
exchange of experiences in the sub-region.
Conclusions of the ILO on ‘human resources training and development’
Adequately treated aspects:







praiseworthy efforts to help informal sector workers access the formal work market. The
National Bureau for Training and Lifelong Learning (Office national de formation et de
perfectionnement professionnel – ONFPP) offers each year a training programme and
traditional and modern learning designed for the informal sector. Modules are offered
according to the requests of groupings, SMEs, co-operatives, auto-promotion organizations
and apprentices;
To increase investments and guarantee access to training, the ONFPP has at its disposal a
Vocational Qualification Fund which represents 1.5 per cent of gross wage-earnings of all
enterprises with at least 10 workers;
As members of ONFPP’s Administration Council, unions and employers associations
contribute to the development of large training strategies through the intermediary of the
training institutions they manage and the education they dispense to their adherents. The
National Confederation of Guinean Workers (CNTG) has at its disposal, for example, a
training centre for mechanical embroidery which has trained more than 600 people;
In Guinea, social dialogue is recognized by the State and asserted through the Basic Law,
the Labour Code and the General Status of Civil Servants;
The principal structures for consultation and social dialogue are:
- the Economic and Social Council
- the National Commission for the Fight Against Corruption
- the Consultative Commission for Labour and Social Laws
- the Labour Tribunal;
In order to install a transparent and reliable system of information on training and the labour
market, a Round Table to put in place a network of information on employment and work
(RISET) took place in Conakry in April 2003.
The website of the Guinean Agency for the Promotion of Employment (AGUIPE), which
will comprise (along with other aspects) production and consumer information structures
on training and employment is currently being developed.
Inadequately treated aspects:
 There is no national qualifications framework nor a system to evaluate knowhow and
acquired competencies.
2. Strategic Framework Project for the Reinforcement of National Policy, incorporating
inadequately treated aspects
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A. Objectives:


Concerning integration of TVET into general education, dialogue with the pre-university
department in the framework of the union of the education system is to be envisaged;
support for the development of a virtual TVET network.
B. Of policy, planning and administration

adequate means to be given to the statistics services and school mapping.
C. Basic TVET in general education

dialogue with departments in charge of the educational system to accelerate the general
secondary streams review project.
D. TVET as preparation for employment


evaluation and redefinition of programmes and study plans in favour of the physically and
mentally disabled;
evaluation of integrated schools with a view to generalizing them.
E. Programme contents




review of study plans with a view to favouring balance between the general course and other
subjects taught;
support to teaching strategies based on active pedagogy and interdisciplinarity;
take into account professional requirements for new jobs, particularly use of new
technologies; and
support for application of computer technologies to management in the sectors of business,
commerce, catering and hotel management
F. TVET in lifelong learning

Dialogue with Ministries in charge of education, the Ministry of Labour and the Employers’
Associations and Unions for the recognition of professional experiences and
certification/validation.
G. Guidance

Introduction to the structure of the department and training institutions of professional
guidance advisory positions.
H. Learning processes

introduction to applied languages and foreign cultures.
I. Personnel

selection of teachers and institution directors according to defined criteria.
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J. International co_operation


installing permanent evaluation of recommended norms;
render dynamic south-south and north-south dialogue.
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TECHNICAL AND VOCATIONAL EDUCATION IN SENEGAL
Presented by
MAME LIMAMOU LAYE SECK
Director, Regional Centre For Vocational Training,
Ministry of Education,
Dakar, Senegal
&
AMADOU HAMEDINE BARO
Assistant Director, Vocational Training,
Ministry of Education,
Dakar, Senegal
Introduction: demography and employment rates
Senegal has a population of about 10 million inhabitants and this is increasing at a rate of 2.7 per
cent per annum. The country will very soon have about 100,000 additional new job seekers each
year.
The Senegalese population is characterised by the following:
 Youths: Youths constitute the major part of the population. Those who are below age 18
represent 50.5 per cent; those below age 30 about 75 per cent. The youth segment between 10 to
30 years constitutes 45 per cent of the total population and the main part of the active force;
 The importance of the female segment: Women constitute about 52 per cent of the population
and 26 per cent of the active force;
 The lack of professional qualifications: About 56 per cent of job seekers are less than 35 years
old;
 75.5 per cent have no experience in any area of employment and about 53 per cent have never
gone to school while only 3.2 per cent of job seekers possess a diploma in technical and
vocational education;
 With an estimated active labour force of 2,865,000 people, the rate of unemployment is about
38 per cent for people aged 15 and over;
The high demand for jobs is of great concern not only to the labour market: It also affects social and
political stability.
Economic structure and productivity
The secondary sector (productive activity, water, gas, agro-allied food, buildings and public works)
employs about 420,000 people, the share of the informal sector representing seven-eighths of the
workforce with:
- 15,335 companies in the sewing industry;
- 14,384 enterprises in the building industry; and
- 3,073 in the leather and shoe industry.
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The food and agro-allied industry engages about 60 per cent of the active force and provides 33 per
cent of GDP, thus testifying to the chronic underuse of the available labour force and weak
productivity of this sector.
While the services sector is undergoing rapid development with about 727,000 personnel, the
administrative, banking and insurance sectors only make use of about 85,500 personnel. The rise of
the informal sector, scarcity of employment in the so-called modern sector and the emergence of
new professional activities bring to light new and increasingly pronounced divergences between
training and employment needs.
The Senegalese educational system produces high quality human resources. However, this has not
been reflected in the development and competitiveness of the economy. This stems from the fact
that, until recently, schools in Senegal accorded little importance to professional qualifications.
Consequently, youths who constitute the building blocks of the country lack the most needed
professional qualifications in key areas. Lack of skilled manpower with relevant qualifications thus
constitutes a serious handicap to the development efforts of Senegal.
In this era of globalization in which the mastery of technical skills is indispensable, it is absolutely
necessary to have a very good production rate of professionals and others with relevant technical
qualifications.
Situation of the education system in Senegal
Senegal has implemented its Ten Year Educational and Training Plan (TETP) and recently
presented its national policy on technical and vocational education. The motives behind the
implementation of the TETP and the rebirth of TVET can be found in the very need to carry out
some changes so as to correct the inherent mistakes of the educational system of a developing
country such as Senegal which include structural imbalance, ineffective training programmes and
laws governing TVET, weakness of the organization and means at the disposal of TVET, lack of a
consultative body among the various stakeholders, lack of an organized learning system,
inadequacy in funding, weak productivity of the TVET system, poor reception capacity, inadequacy
of trainers, lack of a well defined policy on continuing education etc.
Situation of technical education and vocational training
Technical education and vocational training in Senegal is based in the educational sector although
there are some training institutions (about 12 of them) under the supervision of other technical
ministries. The management of TVET is placed under the Minister of State within the Ministry of
Education. The following institutions are under the supervision of the Ministry of Education to
assist the TEVT sector:
-
eight senior secondary schools developing most of the vocational training institutions
among which two technical and commercial senior secondary schools, one
agriculture-oriented senior secondary school, one technical senior secondary school with
bias on industrial and mining education.
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-
12 training centres in the fields of agriculture, cattle rearing and fisheries;
five centres in the industrial handicraft industry;
13 handicraft centres (with limited staff strength);
34 women’s technical education centres;
5 regional and provincial training centres;
six centres for initiation in horticulture;
three training schools for trainers;
four higher training centers and about 50 licensed private vocational training institutes.
In the course of the year 2000, these institutions admitted 3,499 students for technical education
and 9,630 for vocational education.
The document comporting the new policy on TEVT and elaborated following the recommendations
made at the end of a national conference of all the stakeholders contains some orientation aspects
and indicative factors on the development of the sector. Furthermore, as the project for the
restructuring of the Senegalese educational system came after the big conferences on technical
education and vocational education (BAMAKO, SEOUL and DAKAR), the new policy broadly
integrates all their recommendations.
Strategic orientations
Goals and objectives of the operational components of TEVT:
TEVT prepare personnel for the labour market and the economy, ensuring that individuals remain
productive during their working lives. The two components of TEVT are technical education and
vocational training.
Technical education
Goals:
Technical educational aims to imparting practical abilities and analytical aptitudes which will be
seen in the examination and resolution of technological, economic and social problems.
Objectives:
Technical education aims to
promote a competitive and performing national product;
increase the technological level of the society;
adapt to encourage technological progress; and
improve the economic and social environment.
Vocational training
Economic needs play a major role in vocational training. This is determined by the availability of
competent and functional human resources capable of meeting the needs attached to the quality of
service in terms of use of production tools for consumer goods for the immediate community.
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Goals
Vocational training aims at the acquisition of knowledge and necessary skills for the practice of a
profession or trade.
Objectives
The objectives of the Ministry responsible for technical education and vocational training are:
improving the level of technical and vocational qualifications in society;
putting on the job market a qualified workforce which respond to the needs of the
productive and labour sector thereby encouraging industrial development as well as
modernizing the primary sector;
promoting working knowledge, competence for employment and creativity among youths
and preparing them to become active participants in the context of globalization;
adopting a systematic approach to all aspects of technical education and vocational training
in Senegal; and
involving the entire active population, particularly those in the productive and labour
sectors, in the planning and management of TVET.
Aims
The Ministry responsible for technical education and vocational training has the following aims:
1)
organizing vocational training at the primary, secondary and tertiary levels by initial
training in the relevant branches and meeting international standards;
2)
continuous training of officers through perfection and internship training for job seekers;
3)
providing in–service training schemes for those already on the job;
4)
providing technical education focused on competence and operational capabilities relevant
to the productive and labour sector;
5)
organizing and emphasizing traditional apprenticeships using mainly functional literacy in
national languages and the working language;
6)
encouraging, organizing and evaluating private technical education and vocational training;
7)
achieving qualifications in number and quality in all the sectors necessary for the process of
development in Senegal;
8)
elaborating and implementing the training components based on skills acquisition; and
9)
encouraging and organizing a permanent project with all the participants in the various
production and labour sectors.
Action plan for the new policy
To be in line with the ten-year development programme on education and training, the action plan is
being designed to emphasize the following components: access, quality and organization,
management and funding.
Access
Increase in access will result in significant increases in manpower and the internal efficiency of the
system. This will be done through:
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-
learning which will not only ensure basic standard qualifications but also the recruitment of
useful manpower at the end of the programme;
renovation as well as building of infrastructure and refurbishing of equipment;
development of training devices across the country with a view to correcting differences on
the training chart and establishing and striking a balance between demand and supply;
promoting and supporting private TVET through an enabling environment and an
appropriate framework; and
encouraging access by girls, especially in the secondary sector where their presence is
marginal.
Quality
Development of quality will lead to the availability of products corresponding to the expectations
of the productive sector, thereby re-enforcing the external efficiency of the system. Strategies for
these components are:
the development of human resources concentrating on training of trainers;
revitalizing the structures for training the trainers;
a review of the contents of training programmes based on training needs previously
determined and elaborated following the skills acquisition approach. In addition to the
review of the TVET programme, there is a study of its improvement and extension of
initiative to technological programmes taught in the educational institutions; and
efficient management of titles and certificates/diplomas in circulation, the responsibility of
which will incumb to the National Commission for Accreditation and in which the private
vocational sector will be strongly represented.
Furthermore, the re-enforcement of schools/enterprise partnerships with implementation of
seasonal training systematizing and generalizing continuous training, using insertion mechanisms
and the follow-up of those qualified, development of international and regional co-operation
through the use of networks prompted by NEPAD, extensive use of information and
communication technologies and instalment of quality control are all initiatives which will be
developed to ensure quality.
Management, organization and funding of the system
The system will be highly restructured to provide for partnerships in the area of management and
planning of the sub-sector. Similarly, the pilot scheme which will be in use will comprise new
organs. The National Accreditation Board for the TVET scheme, in the work of which the private
sector will play a leading role, will work in collaboration with the Conseil supérieur de l’éducation
et de la formation in the framework of the PDEF.
A management board and departments will be created to ensure the stability and efficiency of the
subsector. This will involve:
management of TVET, the creation of which will bring about the disappearance of the DFP
and the DEST in their present form;
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-
-
management and learning: a major innovation to which the enormous task of organizing
learning in the formal system of vocational training without re-evaluating acquired skills
will be assigned;
management of examinations and selection tests;
department of communication; and
general inspection of technical education and vocational training.
The planning unit
Another institutional measure will be taken with regards to greater autonomy and efficient
decentralization. Administrative boards will therefore be created in which partners in the
productive sector will be represented.
The productive sector will therefore participate in management of the system at two levels. First
there is the central level with the national board for accreditation, within which the national
commission for confirmation of titles and certificates and the commission devoted to programmes
will be created. Secondly, there will be a commission at the decentralized level where partners will
be members of the management boards of the institutions.
With regards to funding, there will be an investment budget and a special funding programme in the
framework of PDEF as well as the creation of a national support fund for TVET. In addition to this,
institutions will be encouraged to generate funds following specified procedures and modalities.
The role of the national board for vocational training, which has to date been the major organizer of
continuous training, will be redefined, taking into consideration the new programme.
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TECHNICAL AND VOCATIONAL EDUCATION IN GHANA
Presented by
PATRICK K. JIMPETEY-DJAN
Head of Staff Development, Guidance and Counselling (Assistant Director)
Ministry of Education, Youth and Sport, Accra, Ghana
Introduction
The Ministry of Education, Youth and Sports (MOEYS) has responsibility for education sector
policy, planning and monitoring. Education delivery and implementation is devolved to institutions,
regions and districts through various agencies of the MOEYS. Of these, the Ghana Education
Service (GES) is the agency that implements the basic and senior secondary education components
including technical and vocational education and training (TVET). Other agencies such as the
National Council for Tertiary Education (NCTE) and the Non-Formal Education Division (NFED)
have equally important sub-sectoral areas of responsibilities regarding education delivery.
Article 38 of Ghana’s 1992 constitution requires the Government of Ghana to provide access to free
compulsory universal basic education (FCUBE) and, depending on resource availability, to senior
secondary, technical and tertiary education and lifelong learning. MOEYS launched the FCUBE in
September 1995 with the goal of improving access to quality basic education over the next 10 years,
i.e up to 2005.
The FCUBE has four broad strategic objectives. These are to:
improve the quality of teaching and learning;
improve management for efficiency within the education sector;
improve access and participation; and
decentralize the education management system.
(Indeed, these objectives apply to the whole education sector).
The MOEYS has the following as its mission statement:
“To provide relevant education to all Ghanaians at all levels to enable them to acquire skills that
will assist them to develop their potential, be productive, facilitate poverty reduction and
promote socio-economic growth and national development.”
Guided by its mission statement, the Ministry has developed the following as its sector policy
goals:
facilitate ensuring that all citizens, irrespective of age, gender, tribe, religion and political
affiliation, are functionally literate and self-reliant;
improve the quality of teaching and learning for enhanced pupil/student achievement;
extend and improve technical and vocational education and training;
promote good health and environmental sanitation in schools and institutions of higher
learning;
strengthen and improve educational planning and management;
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-
promote and extend the provision of science and technology education and training;
improve the quality of academic and research programmes;
promote and extend pre-school education;
identify and promote education programmes that will assist in the prevention and
management of HIV/AIDS; and
provide girls with equal opportunities to access the full cycle of education.
These policy objectives have been re-ordered and grouped under four areas of focus throughout the
education strategic plan (ESP). The four focal areas are:
1. Equitable access to education:
pre-school education;
access to and participation in education and training;
girls’ access to education.
2. Quality of education
Quality of teaching and learning for enhanced pupil/student achievement;
academic and research programmes;
health and environment in schools and institutions;
prevention and management of HIV/AIDS.
3. Education management
educational planning and management;
4. Science, technology and TVET
TVET;
science and technology education and training.
For emphasis, these four focused areas are closely linked to the four priority interventions for
education, namely school improvement, teacher development, deployment and supervision,
reformed management and special partnership programmes with non-state actors as outlined in the
Ghana poverty reduction strategy (GPRS) document. As expected, TVET along with science and
technology have been identified as among the key policies which the MOEYS will pursue as one of
its national goals.
The TVET sector
There are many public and private institutions operating in the TVET sector in Ghana, reflecting
different characteristics and roles that are yet to be clearly defined within a national policy
framework.
The following is a brief description of the institutions that operate in the TVET system.
A. Institutions under MOEYS providing TVET
i)
Junior secondary schools offer pre-technical and pre-vocational programmes at the
basic education level of our school system;
107
ii)
iii)
iv)
v)
vi)
Senior secondary technical schools (SSTS)
In addition to the regular senior secondary schools (SSS) which offer general academic
education, the SSTS offer both general academic education and practical skills in
preparation for technical and vocational–oriented courses offered at the tertiary level
institutions and technical institutes. Both the JSS and SSTS examinations are
administered by the WAEC;
Technical institutes (TIs) are part of the second cycle level of the education system.
There are 23 such TIs under the MOEYS that provide technical vocational and
academic courses for JSS and SSS graduates with the aim of producing highly skilled
apprentices, workers, foremen and technicians in various technical fields for direct
employment in the world of work. Various programmes including full-time, block
release, part-time and sandwich courses are offered by the technical institutes. The TI is
administered under the technical and vocational education division (TVED) of GES. TI
graduands write intermediate craft, advanced craft and technician examinations
administered by the technical examination unit of the TVED;
Polytechnics provide TVET at the tertiary level in various technical and business
education fields. There are currently 10 polytechnics: one for each region in Ghana.
They are administered under the NCTE and accredited by the National Accreditation
Board (NAB). Granduands write examinations administered by the national board for
professional and technician examinations (NABPTEX);
Universities in Ghana provide tertiary level education in various technical fields
including agriculture engineering, mining, business and science;
Teacher training and professional development institutions.
Three categories of teacher education institutions prepare various types of teachers for the
education sector. These are:
i)
Thirty-eight teacher training colleges (TTC) offer three-year courses to SSS graduates
to become teachers at primary school and JSS level. Ten TTCs offer programmes in
technical and vocational education to enable graduates to teach pre-technical and
pre-vocational skills;
ii)
The University of Education of Winneba (UEW) offers 1-3 year courses to enable
graduates to become professional teachers. The Kumasi Campus of UEW prepares
graduates to teach in the TVET system;
iii)
the other universities, in particular Cape Coast University, offers four-year degree
courses that enable graduates to become professional teachers in the SSS, TTCs and the
polytechnics.
B. The Ministry of Manpower Development and Employment (MMDE)
In addition to the MOEYS there are other TVET institutions operated by ministries and agencies in
other sectors.
The MMDE is responsible for the national vocational training institute (NVTI) which currently
operates 32 vocational institutes as well as a number of integrated community centres for
employable skills (ICCES) across Ghana.
108
NVTI institutions provide vocational training courses for those who have completed JSS, with the
aim of producing apprentices, artisans, foremen and base level technical workers in occupations as
auto-mechanics, hairdressing, catering, masonry and carpentry and joinery.
ICCES centres provide non-formal skills training to young people, particularly in rural areas, to
promote employment and poverty alleviation amongst youth. Both the NVTI and ICCES centres
place emphasis on practical skills acquisition and basic management skills for small-scale
enterprises in the informal sector.
In addition to NVTI and ICCESS, the MME operates other innovative programmes. Examples are:
i)
the skills training and employment placement (STEP) programme; and
ii)
the vocational skills project (VSP).
Under the STEP programme, about 950,000 unemployed youth who were registered in an exercise
conducted in August 2001 are to be trained in various vocations and resourced to operate on their
own.
The principal objectives of the STEP programme are to:
offer short technical/vocational training to all those who registered under the exercise;
make trainees acquire employable skills;
assist through remedial classes SSS students who need to improve on their grades in
maths and English to qualify for university admission; and
provide entrepreneurial training to trainees to enable them to be self-employed.
The VSP aims among other things to redirect both public and private vocational training
institutions towards the provision of short, focused, practical, competency based and demand
driven training for people in the informal sector in five selected occupational areas including
electrical installation, carpentry and joinery and dressmaking.
It also aims at promoting the institutional capacity building that will give ready access to the regular
labour force, employment and earning data to informal rational decision-making about the types of
training that should be supported.
C.
The Ministry of Environment, Science and Technology (MEST)
MEST operates 10 regional Ghana appropriate technology industrial service/intermediate
technology transfer units (GRATIS/ITTU) to provide technical institute graduates with additional
and enriched practical skills to enable them set up their own enterprises.
Programmes are offered for either 2 or 3 years but short courses are also offered. The courses
offered include metalwork, wood processing, engineering production work tie and dye making and
hospitality services.
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D. Private sector/non-formal TVET institutions
In addition to the state run TVET institutions there are other providers. These include the
industry-based system, non-governmental organizations (NGOs) and private individuals who
operate either formal or informal TVET systems. In 2002, these institutions numbered over 500.
Current situation analysis
For years and until very recently TVET in Ghana was not given the necessary attention to enable it
to contribute effectively and efficiently towards national human resource development for a
productive workforce. The TVET system, as stated earlier, is mostly institution–based and
fragmented under different ministries and agencies, each developing and offering supply-driven
programmes with practically little or no input from industry.
Programmes in the TVET sector are unco-ordinated: They have no linkages within the sector and
practically no relevance to the needs of industry. Training, particularly by private providers, is too
theoretical and most of the equipment is obsolete and even unserviceable. This makes the TVET
system almost ineffective in producing the requisite skilled workforce to enhance Ghana’s march
towards socio-economic development.
Challenges
The issues reviewed are not exhaustive, however they reveal some of the major challenges that
must be addressed in our TVET policy framework, which is yet to be approved by cabinet. The
draft TVET policy framework for Ghana identified a list of weaknesses and constraints that
characterize TVET delivery in the country. This list includes:
lack of a comprehensive national policy framework;
lack of co-ordination and identification of roles and responsibilities among government
ministries and private TVET providers;
the multiplicity of testing and certification standards;
weak links between TVET and industry or the world of work;
inadequate and/or obsolete equipment and facilities;
poor articulation within the TVET system itself;
low participation of persons who are physically challenged;
lack of adequate members of TVET teachers/instructors;
poor quality of instruction due to inadequate instructor training, instructor support,
remuneration and conditions of service for TVET instructors;
lack of guidance and counselling, placement and follow-up services;
low budgetary allocation;
lack of ICT facilities;
irregular and unco-ordinated review of syllabi;
lack of synergy between TVET providers and industry or end users, particularly in the
area of curriculum development and provision of resources;
lack of well established entrepreneurship training facilities;
Distance education is yet to be part of the TVET system even though it is applied in the
general academic programmes.
110
Strengths of the TVET system
The TVET system in Ghana has some strengths, which can be built upon. These include:
i)
the existence of a thriving apprenticeship system in both the formal and informal
sectors;
ii)
the availability of indigenous trained personnel, able craftsmen and artisans whose
expertise can be tapped into;
iii)
the considerable number of TVET institutions and infrastructure in place throughout the
country;
iv)
facilities for in-service training available in the country and government support for
further training of staff in local and foreign institutions;
v)
active private sector participation in TVET provision, evidenced by the large number of
private vocational training institutes;
vi)
the existence of certain laws, e.g the NVTI Act; and
vii)
encouragement of girls to take to the non-traditional, male-dominated trade areas
through the activities of women in technical education (WITED), a unit under the
TVED.
The way forward
For Ghana to improve its status and standard of living to at least that of a middle level income
nation in the nearest future, the specific contribution of the country’s TVET system is to produce an
enhanced technical proficiency and competence of the labour force through increased opportunities
for technical and vocational training including apprenticeship schemes.
This path is being chartered through objectives that follow the specific mission of the TVET system.
These are that the TVET system will:
1.
provide open access without prejudice to gender, emotional, sensory, mental or physical
disabilities, religious, ethnic or socio-economic background;
2.
provide relevant pre-employment and lifelong education and training in diverse
occupations to meet the career interests of both males and females;
3.
provide an enabling environment for girls and women to acquire technical and
vocational skills in diverse occupations;
4.
provide career information, labour market information, placement and follow-up
support services to its clients;
5.
promote sound environmental practices;
6.
emphasize quality-improvement in technological advancement and the global
competitiveness of Ghana’s products and services;
7.
create Business Development Units in each school for the purpose of practicalizing
entrepreneurship training and also raising internally generated funds for infrastructure
development and maintenance; and
8.
establish technical and vocational (Votec) resource centres to serve institutes within
their catchment area.
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In this way, Ghana’s TVET system aims to improve the productivity and competitiveness of the
skilled workforce and raise the income-earning capacities of low-income groups, especially women,
through the provision of quality-oriented, industry-focused and competency-based training
programmes and other complementary services such as career guidance and entrepreneurship skills
training.
There is also a need to encourage cross-fertilization of ideas in our sub-region so that globalization
can become practicable and realizable for the benefit of our citizens. This is manifested in our
participation in numerous conferences both within and outside the sub-region.
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TECHNICAL AND VOCATIONAL EDUCATION IN THE NIGER REPUBLIC
Presented by
HAROUNA DEMBO TIDJANI,
Director of Technical and Vocational Education
Ministry of Secondary and Higher Education and Technical Research,
Niamey Niger Republic
&
MAMANE OUSMANE
Head of Statistics and Documentation
Directorate of Employment and Technical Education,
Ministry of Works and Public Service, Niamey, Niger Republic
TVET within the Niger education system
In the past 10 years many fora and studies have been undertaken on TVET in the Niger Republic.
The include, among others:
i. a national conference (1990);
ii. a national seminar on TVET (1992);
iii. a workshop on the restructuring and refocusing of TVET (1997).
The following are the main observations resulting from these fora:
several controlling institutions (about 20 ministries and organizations);
lack of co-ordination of training institutions by regulating institutions; and
absence of coherent policy for financing the TVET sector.
These observations which affect the institutional, organizational and structural systems explain the
slow development of TVET. Indeed, TVET represents only 3 per cent of general secondary
education.
From these observations it has been found that there are too many institutions controlling TVET
and this has contributed to the slow pace of development of this sector. Other problems affecting
the sector include:
i. absence of global vision for the sector which means the absence of a coherent policy able to
ensure the development of this educational sector. Only the law for Nigerien educational
systems regulation of 1 June 1978 defines the missions assigned to TVET;
ii. wrong placement of physical and human resources; and
iii. lack of efficient co-ordination of foreign aids in order to finance the sector.
Other recommendations emerging from these different fora are the grouping of certain
establishments (schools/centres) under one control. Prior to now, the Ministry of National
Education and the Ministry of Labour and Employment shared control of many training institutions
with the same objectives such as the training of the human resources in the field of vocational and
technical training and very often also in purely academic or managerial institutions.
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The creation of the Board for technical and vocational education and training in 1998 permitted the
implementation of certain policies able to provide for positive change in this sector.
We have:
i. a national board for vocational training (ONAFOP);
ii. national funds for vocational training improvement;
iii. an agency for continuous vocational training.
From 1998 to 2001, the National Board had five national technical schools and about 30 private
centres under its control. Another observation is the non-uniform spread of TVET institutions
nation-wide. These are concentrated in Niamey (the capital) which enrols 60 per cent of TVET
students. With the exception of two states (Tahou and Diffa), the others do not have any national or
private structure of vocational training. Agadez State has two private centres and a mining school,
none of which is run efficiently.
II Brief diagnostic of the TVET system
A. Access and equity
1) Representation of TVET in the educational system:
Access to TVET schools is difficult due to its low presence in the education system. In 1998 TVET
represented 1.48 per cent of the educational system. By 2001 this had increased by 22 per cent,
mainly as a result of the private schools.
2 Geographical location of the schools:
In 1998, 61.3 per cent of the total size of TVET was concentrated at Niamey. This concentration
represented 78.8 per cent in private schools and 53.7 per cent in national schools.
3 The training courses
In 1998 the numbers of students in tertiary and industrial courses were 31 per cent and 23 per cent
respectively. Private schools train generally in the tertiary sector where the cost of investment is
lower. In the primary sector, handiwork and practical training is weak.
4 Representation of girls and women
In 1998, representation of girls and women was encouraging at 38.5 per cent. They are, however,
less present in the industrial sector where they represent only 8.5 per cent.
5 The cost of training
In 1998 the average cost of training per student was 150,655FCFA in private and 565,352CFA in
national schools. There is a gap between schools due to differences in the number of students and
investments.
6 Enrolment in general and vocational education
High enrolment in TVET programmes occurred at the second level of secondary education(SS),
where TVET represented 56 per cent of total enrolment in 1998. At the lower level this was rare.
114
B. The quality of TVET
1) Training of trainers
Most teachers in national and private schools were graduates from high schools. In 1998, 69 per
cent of teachers had not received pedagogical training. The main reason for this is that the country
does not have a structure for pedagogical training of TVET teachers.
2) Training syllabi
There was no official syllabus of training in TVET schools up to 2001. This absence increased the
theoretical content of the training. The TVET Board is expected to design curricula for various
programmes in TVET institutions.
3) Irrelevance of courses to the socio-economic growth of the nation
TVET in Niger is essentially oriented towards cities and based on employment descriptions which
rarely exist in rural places. Vocational training reserved for rural workers does not exist. The
informal sector, which has immense possibilities, requires competences derived from traditional
apprenticeship.
4) No link between training programmes and job demands
In the absence of training syllabi and details of employee expectations, it is difficult to establish
proper linkages between training and work place demands. Until this is achieved, those produced
by the training institutions will not fit into the work place.
The training based on modules of short duration organized by the National Board for Vocational
Training (ONAFOP) and the projects NIGETECH and AFOP are intended to remedy this gap.
C. Training facilities/instruments
1) On human resources
National schools do not lack qualified teachers thanks to the Youth Service Corporation and
education volunteers. However, the private schools are crowded with part-time teachers. Both in
public and private schools, the teachers lack pedagogical training and relevant industrial training.
In 1998 an investigation proved that 14 per cent of teachers do not have relevant industrial
experience.
2) On materials
As international corporations do not invest in national schools, the problems of lack of equipment
have increased. This leads teachers to give more priority to theory than practical work, which is
essential in courses such as computer science.
3) On manuals
Both national and private schools lack training manuals. The few existing ones are outdated as
technology is improving. There is no national manual production scheme for TVET programmes.
National schools are built on approximately 10 hectares but lacking in infrastructure. They function
at about one-third of their capacity. In private schools, infrastructure is over exploited. Some
115
private schools train in buildings with no provision for security, comfort and a very unattractive
environment.
4) Functional facilities
In private schools the data on functional facilities are very unreliable. Proprietors are reluctant to
provide them. In national schools functional facilities are insufficient and depend on the
government who subsidizes about 98 per cent of the schools’ needs. Student upkeep and boarding
is a significant problem. The participation of parents and other stakeholders is almost non-existent.
Recently, many schools began to organize some income-providing activities which are used to
solve some of their pressing problems.
5) Control and assessment
The body in charge of control and assessment is DEFPT (Board for TVET). This Board is lacking
in sufficient human and material resources which is a serious handicap in achieving its goals.
Created in 1998, the board still lacks a functional office. The pedagogical control of teachers of all
courses is done by only two regional inspectorates (Maradi and Niamey). The few inspectors that
exist are also in charge of general courses as well as engineering training syllabi.
Concerning the assessment, no global study has been carried out. The few limited studies carried
out were done by those not versed in TVET.
6) Counselling
There is no guidance and counselling body in charge of counselling students on career choice.
Many students perform poorly during their scholarship examinations due to lack of guidance and
counselling. If they fail their examinations and lack the financial means to continue their training,
they find themselves without any future prospects and are left to unemployment.
D. Retention
In national schools the existence of boarding, allowances, easy access to certain commodities
(materials, student union club, water and electricity, etc) favour the retention of students but
increase the cost of training. In private schools there are serious problems of retention due to
non-payment of school fees, ageing buildings, insufficient equipment, evening lectures and
irregularities of teachers.
E. Management of programmes
As there are no bodies to regulate standards and quality, it is very difficult to make decisions as so
many institutions are not managed optimally and efficiently. This has contributed to a decrease in
the employment rate of TVET school graduates.
F. Principal constraints
One of the major problems of TVET schools is the absence of an official syllabus adapted to the
socio-economic and technical requirements of the nation. This situation applies to both national and
private schools. Another concern is the near absence of pedagogical training of teachers and trainers.
Indeed, most teachers and trainers lack industrial training.
116
Schools also lack sufficient teaching materials and equipment. Many training installations have
become obsolete. Training at secondary level does not match the socio-economic realities and no
programmes have been designed to meet the needs of the immediate environment. Training is
concentrated in the tertiary and industrial field, which is saturated. Training (vocational and
technical) in the field of agriculture, which occupies more than 80 per cent of Nigerien activities,
are almost non-existent.
The financing and regulation of this education sub-sector will result in improvements to access and
the quality of training.
117
TECHNICAL EDUCATION AND VOCATIONAL TRAINING (TVET) IN THE GAMBIA
Presented by
OUSMAN G. M. NYANG
Director General, National Training Authority
Department of State for Education,
Banjul, The Gambia
* Presently, Director General, National Training Authority, C./o Dept. of State for Education, Banjul, The Gambia
&
ABDOULIE MUSA A. LOUM
Deputy Director (Academic), Gambia Technical Training Institute
Fajara Booster Extension, The Gambia
Introduction
In 1988, The Gambia adopted a new fifteen-year education policy designed to restructure the
country’s education system with a view to improving the quality and relevance of educational
services while at the same time expanding these services to the majority of Gambians. One of the
components of this programme is supporting efforts to expand technical, scientific and vocational
training. The programme has made provision for the acquisition of necessary skills for entering
working life and society at large and contributed to the requirements of the technical human
resource needs of The Gambia.
We must admit that there have been some serious shortcomings during this period. The
development of technical, scientific and vocational education and training and in particular the
expansion of tertiary education are particular concerns. These shortcomings have serious
implications for the economy. The TVET policy has now been approved and as it stands gives
promise and hope that the inadequacies of the past system will be corrected.
However, the process of biased regeneration has been exacerbated by the fact that the top
government administrators and policymakers have been those who undertook academic studies in
the arts and humanities. Many of our young continue to believe that the way to attain social status
and prestige is to pursue an academic career.
There must be equal opportunity and recognition accorded to other careers. This demands a
complete change of attitude in our society. Notwithstanding this, however, much has said about the
adoption of a vocational bias in curricula, which is often misinterpreted to mean skills training in
the secondary schools (such as in the Ghana experience).
General education is a foundation and cannot be transformed into skills training. The current
system of education has allowed certain vocational subjects to be added to the curriculum not as
core subjects but as non-core subjects. The problem therefore is that subjects such as woodwork
and metalwork may be looked upon as being of low status and not regarded as valuable.
118
The idea that most blue colour jobs offer nothing but hardship, low-income return and little change
for personal future success and advancement is gradually changing. There is now a clear
commitment and recognition to the dignity of labour in the streamlining of the education system of
our country.
However, like other active sectors where heavy investment in financial, material and administrative
capabilities are required to enhance the ‘good life’, technical and vocational education and training
must also be seen as an attractive process whereby other human virtues are invested for the
attraction of their physical and mental well-being to enhance the development process.
The Government of The Gambia through the Department of State for Education is currently the
sole supporter of skills training with the exception of the Department of State for Youths and Sports
(DOSYS), which came into skills training when the National Youth Service Scheme (NYSS) was
established in 1996. Government owned skills centres will eventually be transferred to the GTTI.
Negotiations are under way for the final handing-over.
The objectives of the support of skill centres are to address the problem of youth unemployment
and underemployment. The challenge to both public and private institutions and individuals are
formidable. Education and training is the means to empower people to become agents of change
and take charge of creating a future which corresponds to what people value most and need.
The objectives of skills training are to ensure employability and guarantee productive use of people
in creating productivity. Conscious of current world economic problems, which have led to bleak
job opportunities, large scale unemployment and underemployment, government efforts to seek an
alternative by encouraging the expansion of the private sector and entrepreneurship have added
new impetus to the activities of the technical and vocational education and training programme.
The proposed re-organization of the national technical training programme involves not only a
restructuring of the programme or the redefinition of its functions but also the development and
improvement of the human factor, which is necessary if we are to achieve the set national
socio-economic development goals. The scope for increasing employment opportunities through
expansion of the private sector and self-employment appears to be a formidable task, however the
major challenge facing the country is the harnessing of training requirements to the needs of the
economy.
Chairperson, development is mainly a question of constantly training men and women capable of
thinking and working at all levels of life. It is a system whereby the entire community can make
progress in a coherent and ordinary manner. It takes skilled human agents to discover and exploit
natural resources, mobilize capital, develop technology, produce goods and carry on trade. Indeed,
if a country is unable to develop its human resources, it is impossible for it to build a prosperous
economy.
Chairperson and distinguished guests, allow me to take this opportunity to thank you for the
confidence bestowed upon the National Training Authority and the GTTI for inviting us to
119
participate in this seminar. Nothing is purer and true than the unanimous expression of the will of a
people to work together in an effort to find solutions to problems. We shall not lose sight of the
huge and terrific tasks we have been assigned. To address all the imperfections related to our own
thoughts and actions, we believe that the only way forward for the sub-region is to build up a system
which is affordable, flexible and sustainable. Nothing is more noble than this assignment. We have
already carried out a great deal of work but what remains to be achieved is still of cardinal
importance.
Chairperson, the importance of supporting skills training centres in economic development cannot
be over-emphasized. Our mission is clear. Every person has potential. This potential must be
developed to enable him or her to develop and contribute to the development of society. Our main
role is to help develop that potential through skills training. The challenge to our future is to ensure
that many of our young people have achieved personal economic self-sufficiency through the
acquisition of technical skills necessary for the development of our economy. The future is bright
but it needs dynamic reorientation of our thoughts and discipline towards TVET and a frenetic
search for partnership in skills training.
Promoting equal access of girls/women to technical and vocational education and training in
The Gambia
The twenty-first century will witness a highly technological world in which ever-advancing
technologies will overwhelm our lives and workplaces. Even the traditional agrarian and rural
sectors of developing countries will not be left untouched by these changes which will lead
production techniques and services to acquire a degree of automation. At the same time the early
part of this millennium will, in all probability, see a sharp transition from low tech to high tech
practices in production, services and homes. A mix of the two may be experienced in all walks of
life. To expedite this process, conscious efforts on the part of today’s decision-makers is crucial.
The new development scenario of a world economy is expected to manifest itself fully in the very
near future. The effects of changes in one country will be felt throughout the world and no country
will remain isolated from others. The world will be an increasingly competitive marketplace in
which highly skilled human resources and technology will provide an edge. These will in effect set
parameters for the quality of TVE for all and increase the participation of women. While working
women’s continuing education and skills upgrading must be high on the agenda, secondary
education as a step in lifelong learning may be seen as holding the key to future challenges.
Secondary education with its preparatory as well as terminal functions is a critical stage for the
future development of our youth. It is largely accepted that TVE can equip people for the job market
or self-employment, thereby increasing their self-reliance and self-confidence as well as
inculcating in them the capacity to make vital decisions about themselves and society at large. The
major challenges we face in the near future in terms of ensuring equal access of girls and women to
technical and vocational education are the following:
Increasing the participation of girls and particularly rural girls in TVE
Currently secondary education is available to a much smaller percentage of girls as compared to
boys in most developing countries. This automatically reflects the percentage or absolute number
120
of girls in the TVE system. In order for TVE to be really effective at the secondary stage and beyond,
girls must complete the primary cycle.
Furthermore, driven by various socio-economic factors and practices, girls and specifically rural
girls are busy for a large part of the day either working to earn or caring for younger siblings. This
results in pathetically low enrolment of rural girls in school. Withdrawal of girls at puberty, early
marriage, school location, physical facilities and hours of instruction have been identified as
barriers to girls’ education at secondary level in west Africa.
In many developing countries, although there is a marked improvement in women’s overall status
gender disparities are still evident in the participation of females in TVE. Even in developed
countries and despite several initiatives in the economic sector, it is disheartening to note that a very
small percentage of employed females are in the technical and vocational fields. In many countries
the participation rate is higher in the primary (mostly agriculture) and tertiary sectors than in the
secondary sector of industrial production.
Speaking specifically for TVE, countries such as Mexico, Korea, Sweden, Turkey and Zambia have
both legislation and national policies that provide for equal access to TVE for girls and women.
Removing gender bias in TVE from educational planning, parents, society and employers
Parental conservatism and apathy towards any kind of job-oriented education for girls often
restricts their access to education in general and TVE in particular. Vocational education is still
thought to be suitable for boys, the ultimate ‘bread winners’, with girls being largely confined to
homemaking and childbearing. More often than not, if girls do opt for vocational courses,
conditioned by the social structure they choose fields traditionally stereotyped as suitable for
females.
Gender stereotyping of vocational courses exists in schools as many countries even today adopt a
restrictive policy in providing vocational courses to girls. As a common practice, only softer
courses such as tailoring, dressmaking and cooking are accessible to girls. Such a discriminatory
attitude forecloses all options for girls and prevents them from acquiring more modern
technological and scientific skills.
It is also evident that a far smaller number of girls than boys opt for the science and mathematics
stream. This coupled with a relatively inferior quality of teaching of science and mathematics in
most schools leads to weaknesses in these subjects. The lack of an adequate foundation in science
and mathematics further circumscribes girls’ choices for courses requiring knowledge and
application of science and technology.
The masculine image given to science and technology in the curriculum, textbooks and media in
addition to the irrelevance to girls’ views and experiences of curricular presentation in science,
technology and mathematics (STM) are often cited as constraints to access of STM education to
girls in Africa and the Caribbean. It has been observed that even in the countries where all types of
courses are made available to girls, the number of girls opting for non-traditional courses is very
low. Parental and social bias based on a belief that certain courses are suitable for boys only is the
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probable cause for this. The result is a large percentage of females enrolled in TVE in traditionally
female-oriented trades. It is also noted that women’s participation in technical jobs is considerably
lower.
It is seen that most employers have rigid notions of gender-appropriateness and subtly discriminate
against girls. Thus even if the girls are employed, they are entrusted with jobs involving less skills
and are also paid far less than their male counterparts.
Discriminatory practices have been noted in hiring, wage and position level distribution in favour
of males in most of the countries. It is sad to note that women, on average, still earn little more than
half of men’s wages.
Ensuring positive facilitation of both wage-and self-employment for girls
There are limited employment opportunities for girls, especially in rural areas. It is necessary,
therefore, for entrepreneurship to be inculcated among girls in order to lead them to
self-employment. Women are also easily displaced due to changing job skills. They are either
pushed out or pushed down. There is therefore a need for continuous in-service training and
upgrading of skills.
Social and sexual security at the place of study and work is a prerequisite to attracting greater
number of girls. Ensuring a secure and congenial environment in schools and the workplace should
therefore be one of the action points. The social conditioning of girls and parents is such that a
self-venture for girls is often unthinkable. Girls are far too delicate and fragile for this! Even parents
are reluctant to stand guarantee for them due to the departure of their daughters after marriage.
Simpler procedures of inducting girls in self-employment should therefore be laid down and
practised.
I will now introduce to you the attached logical framework for the implementation of technical and
vocational education and training (TVET) in The Gambia, which outlines the major activities of the
newly approved technical education and vocational training policy for The Gambia.
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1. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN THE GAMBIA
A LOGICAL FRAMEWORK
No.
1.
MINOR ACTIVITIES
MAJOR ACTIVITIES
LOCALIZATION
OF 1.1
Identification of trade areas
TECHNICAL
AND 1.2
Identification of members and
COMMERCIAL EXAMS.
their appointments
1.3
Development
of
individual
subject curriculum
1.4
Develop teaching syllabi
1.5
Develop examination syllabi
2.
SURVEY OF LABOUR
MARKET TRAINING NEEDS
AND ESTABLISHMENT OF
THE
LABOUR
MARKET
INFORMATION SYSTEM
1.1
1.2
1.3
1.4
1.5
1.6
3.
RURAL TRAINING NEEDS
ANALYSIS SURVEY
3.1
3.2
3.3
3.4
3.5
3.6
STRATEGIES
1.1.1 Organize small-scale surveys
1.1.2 Compile report & distribute
1.2.1 Meet identified people, interview them,
check their qualifications and conclude
1.3.1 Group working sessions
1.3.2 Group report & document
1.3.3 Trial test curriculum
1.4.1 Send to training institution
1.4.2 Validate
1.5.1 Validate and set year of implementation
Develop survey instruments
Trial test instruments
Carry out survey
Collate survey results and
validate document
Establish LMIS and make it
operational
Validate after a period of
operations.
Develop survey instruments
Trial test instruments
Use them to collect information
Collate materials into a document
Feed into the LMIS
Start
implementation
of
recommendation
123
4.
5.
6.
TRACER STUDIES OF TVET 4.1
GRADUATES
4.2
4.3
UPGRADING THE GAMBIA 5.1
TECHNICAL
TRAINING 5.2
INSTITUTE (GTTI) TO A 5.3
POLYTECHNIC
5.4
5.5
FINANCING OF TVET (NTL) 6.1
6.2
6.3
6.4
Develop survey instruments
Trial test instruments
Appoint survey clerks
Prepare a cabinet paper
Forward to cabinet secretary
Forward to dept. of state for
justice
Prepare Act (by Justice)
Act passed in national assembly
for approval
Prepare a cabinet paper for
government
Approval by cabinet
Prepare Act by the dept.of state
for justice for the national
assembly
Approval by the national
assembly
124
CAMEROON AT A TIME OF VOCATIONAL AND TECHNICAL TRAINING REFORM
Presented by
Jean NJOYA
Assistant Director for Professional Training
Ministry of Employment and Social Insurance - MINETPS
Yaounde, CAMEROON
Foreword
This document was produced to accompany Cameroon’s participation in two important
conferences: the conference lasting from 8-11 December in Kaduna, Nigeria, organized by
UNESCO who intends to make known its recommendations for TVET reforms and the
CIEP-World Bank conference at Sèvres in France, to be held on 16-18 December 2003, dealing
with reforms in technical and vocational education and training in a knowledge economy. However,
should the document concentrate only on this level of education? How can it be isolated from the
rest of education without falling into the trap of compartmentalizing the sub-sectors between
themselves and the sector as a whole in its relationship with society?
In order to have an integrated vision of technical education and vocational training as a mission of
schooling understood in the more wide sense of social education and training for all throughout life,
in a word a mission with multiple objectives, an outline was proposed by the MINEPAT-BAD
study in the framework of the PDRH project of which I have both the honour and the pleasure of
presiding over the pilot committee. This outline was adopted by the members of the pilot
committee and validated during a seminar in December 2002 which brought together institutional
actors, the social partners and a good number of civil society representatives at MBALBAYO.
List of abbreviations
BEP :
BEPC :
BP :
BT :
BTS :
CAP :
CEPE :
CFPR-EB et MI :
CFR :
DUT :
Brevet d’études professionnelles (Certificate of Vocational Studies)
Brevet d’études du premier cycle (Certificate of First Cycle Studies)
Brevet professionnel (Vocational Certificate)
Brevet de technicien (Technician Certificate)
Brevet de technicien supérieur (Superior Technician Certificate)
Certificat d’aptitude professionnelle (Certicate of Vocational Aptitude)
Certificat d’études primaire et élémentaire (Certificate of Primary and Elementary
Studies)
Centre de formation professionnelle rapide d’employés de bureau et des métiers
industriels (Centre for Rapid Vocational Training of Desk and Industrial Trades
Employees).
Centre de formation rapide (Rapid Training Centre)
Diplôme universitaire de technologie (Technological University Degree)
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ENSTP :
ETA :
MINAGRI :
MINCOF :
MINEDUC :
MINEPIA :
MINETFOP :
MINETPS :
MINJES :
MINSANTE :
MINSUP :
MINTOUR :
PDRH :
Ecole nationale supérieure des travaux publics (National Higher School for Public
Works)
Ecole des techniques agricoles (Agricultural Techniques School).
Ministère de l’Agriculture (Ministry of Agriculture).
Ministère de la Condition féminine (Ministry of Women)
Ministère de l’Education nationale (Ministry of National Education)
Ministère de l’Elevage, des pêches et des industries animales (Ministry for Breeding,
Fishing and Animal Industries)
Ministère de l’Enseignement technique et de la formation professionnelle (Ministry
for Technical Education and Vocational Training)
Ministère de l’Emploi, du travail et de la prévoyance sociale (Ministry of
Employment, Labour and Social Foresight)
Ministère de la Jeunesse et des sports (Ministry of Youth and Sports)
Ministère de la Santé publique (Ministry of Public Health)
Ministère de l’Enseignement supérieur (Ministry of Higher Education)
Ministère du Tourisme (Ministry of Tourism)
Projet de développement des ressources humaines du Cameroun (Project for
Development of Human Resources in Cameroon).
1. General information
Cameroon is a Republic in which the Constitution, adopted on 18 January 1996 by Law n° 96-06
sanctions the unitary and decentralized, indivisible, secular, democratic and social character of the
State. French and English are the two official languages, each being of equal worth. The President
of the Republic has extensive powers and is elected by the entire nation through universal direct
suffrage. He incarnates national unity, exercises the authority of the State and governs through a
Prime Minister who is Head of the Government and answers to him. Legislative power is exercised
by a two-chamber parliament: the national assembly and the senate (still to be put established).
This parliament legislates and co-ordinates the actions of the government.
Cameroon is divided into 10 provinces, 58 departments, 270 arrondissements (larger districts) and
54 districts. Situated in central Africa, Cameroon stretches between 3e and 13e degrees latitude
north and 8e and 16e degrees longitude east. With a surface area of 475,060 square kilometres, this
triangle-shaped country totalled a population of 14,439,000 inhabitants in 2000 with a density of
31 inhabitants per square kilometre. Urban density represents 48.3 per cent, with most inhabitants
being concentrated in Yaoundé and Douala which have populations of 1,293,000 and 1,382,000
respectively. The annual rate of increase is 2.8 per cent.
According to the reference document against poverty, 1985/1986 was the financial year in which,
with a strong decrease of 329 billions of CFA Franks in exportation revenue including petrol
revenue, or 8.2 per cent of GDP, the country saw its economic growth rate go into recession after
having been above 7 per cent for more than 10 years. Between 1985/1986 and 1993/1994, the
indicators show the depth of the recession: consumption per inhabitant decreased by 40 per cent
-126-
and the external debt increased from less than one-third to more than three-quarters of GDP. The
rate of investment fell from 27 per cent to less than 11 per cent.
Since 1994, monetary adjustment and its effects on the competitivity of export products have
reversed the trend despite the outbidding of import goods. Following successive failures of the first
structural adjustment programmes, the government concluded in August 1997 an agreement with
the IMF of the type Reinforced structural adjustment facility, which became Facility for the
reduction of poverty and growth, a three-year support plan from the IMF until 30 June 2000. The
voluntary reinforcement of the country’s credibility vis-à-vis its multilateral and bilateral external
partners and vis-à-vis a civil society henceforth associated with the development of economic and
social programmes and their negotiations rendered Cameroon eligible for the reinforcement
initiative for the alleviation of the debt of very poor and indebted countries, sanctioned in May
2000 by the IMF and the World Bank.
The last few years have therefore been characterized by macroeconomic stability, with on average a
rate of real GDP growth of 4.5 per cent, minus 1 per cent inflation, as well as an external common
transactions deficit of less than 1.5 per cent of GDP. The working population was estimated in
1996/1997 at 4,188,737, with 325,112 ‘modern jobs’ and 3,679,364 informal jobs. Between
1989/1990 and 2000, public employment positions decreased in number from 244,849 to
133,578.1 The majority of the working population (which increases annually by 2.7 per cent) is
absorbed by the informal sector.
Between 1996 and 2001, per head revenue increased by 2 per cent and during the same period the
poverty index decreased by 13 points. However, the availability of basic social services remains
very much affected by the devastating effects of the crisis. Unemployment is at more than 17 per
cent at a moment in which public sector and para-public sector employment is decreasing. Hope is
now based on a more free private sector and the ideal of ‘less state, better state’.
In 2001, the literacy rate was estimated at 32 per cent: 27 per cent for men and 47 per cent of
women. The qualifications sought by the labour market are: 4 per cent managerial or executive
posts, 8 per cent professionals, 40 per cent technicians and skilled workers and 48 per cent manual
workers without qualifications. Against these needs, the new arrivals on the labour market are
made up of 28 per cent university graduates, 10 per cent vocational and technical training graduates
and 62 per cent without qualifications.
It is in this context that education and training, as producers of human resources in the long and
middle terms through general and technological programmes or in the short term through
vocational programmes aimed at employment become urgent issues, calling for more rigorous
planning and management.
1
Statistical yearbook of Cameroon 2000.
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Statistical data
Table: Population and employment
Variables
1987 census (1)
Total
Men
10,493000 5,173,000
5,624,500 2,675,800
Total population
Adult population
>15 years
Active pop. rate
61.0%
Adult population
Active population 3,430,900
Employed persons 3,161,000
Persons seeking 269,900
employment
Unemployment
7,9%
rate
Inactive
adult 2,193,600
population rate
Relationship
56,2%
employment/ adult
population
Sources : (1) data from the last
Studies (2003).
Women
5,320,000
2,948,700
Projections for 1999 (2)
Total
Men
15,292,000
7,540,000
8,257,700
3,975,900
Women
7,552,000
4,281,800
75.0%
48,3%
63,4%
75,3%
52,4%
2,007,100
1,801,800
205,300
1,423,800
1,359,200
64,600
5,237,515
4,900,000
337,516
2,993,852
2,750,000
243,853
2,243,663
2,150,000
93,663
10,2%
4,5%
6,4%
8,1%
4,2%
668,700
1,524,900
3,020,184
982,047
2,038,136
67, 3%
46,1%
59,3%
69,2%
50,2%
general population census ; (2) Projections and hypotheses TECSULT MINEPAT
Production dominants
On the basis of the distribution of jobs, their ageing and the projected perspectives for growth, the
PDRH in light of the reform of TVET retained the following seven domains, classified by
decreasing order of priority, as having strong potential for growth and employment.2 The two
numbers that follow between parentheses represent the projection of the number of persons
employed in the year 2004 respectively and the total training needs for growth and replacement
purposes over 3 years from 2004-2006.
1. Agriculture, breeding, fishing and transformation of food products:
a. Agricultural production (cultivation and breeding) (3,000,000; 204,615)
b. Fishing (15,000; 600)
c. Transformation, conservation, commercialisation, transport and storage of
agricultural products, breeding and fishing (287,000; 60,000)
2. Forest and wood products :
a. Forestry, sawing and planking (75,200; 5,365)
b. Building of furniture, woodwork and carpentry finishing and wood sculpturing
(29,000; 7,300)
2
Report R2. Study of the potential of the labour market and definition of niches for technical and vocational training,
p. 73.
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3. Development of tourism and tourist accommodation (29,500; 14,600)
4. Maintenance and construction of buildings and other big construction works as well as for
urban and road infrastructures (110,000; 17,000)
5. Textiles, weaving, clothes-making, shoe-making, leather and flexible material items
(76,000; 2,900)
6. Maintenance mechanics and repairing of road vehicles, including heavy machinery :
(5,500; 2,320)
7. Metalwork, welding, boilermaking, metallic construction, blacksmithery, ironwork and
other machine usages of metal (12,950; 5,115).
Relative shares of the education sector in the state budget and GDP
Table : Fluctuations of the most significant indicators in education financing :
CFA Francs
PIB current prices in billions
State budget in millions
MINEDUC budget in millions
MINESUP budget in millions
Education Budget (5) in millions
MINEDUC/GDP budget (%)
MINEDUC/State Budget Budget (%)
Education Budget /State Budget (%)
Education Budget /PIB (%)
1990/1991
3,423
579,281
65,021
9,947
74,968
1.9
11.2
12.9
2.19
1994/1995
4,500
581,000
49,214
14,498
63,712
1.18
8.4
10.9
1.53
1998/1999
5,406
1,230,000
102,772
12,974
115,746
1.9
8.3
9.4
2.14
1999/2000
Source : Assessment of ten years of education, 2000
Table : Budget repartition by level and type of teaching from 1999/2000 to 2000/2001
(Sum in millions of F.CFA)
1999/2000
TYPE
Sum
Share %
PRIMARY
6 730
49.85
GENERAL SECONDARY
1 200
8.89
TECHNICAL AND VOCATIONAL
1 800
13.30
S/TOTAL
9 730
72.04
LEFTOVER
3 776
27.96
Source : Budget directorate, Mineduc.
2000/2001
Sum
Share %
12 240
49.23
2 350
11.19
3 110
15.76
17 700
76.18
5 503
23.82
Table: Number of students enrolled in 1997/1998 in secondary public and private schools
PUBLIC
PRIVATE
GENERAL SECONDARY
323,970 (72%)
124,490 (28%)
TECHNICAL SECONDARY
72,059 (62%)
43,414 (38%)
TOTAL
396,029
167,704
Source : Mineduc statistics 1999.
TOTAL
448,460
115,373
563,833
The following table summarizes the increase in students enrolled between 1990/1991 and
1997/1998.
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Table : Number of students enrolled between 1990/1991 and 1997/98 and increase.
GENERAL SECONDARY
TVET
TOTAL
Source : Statistiques Mineduc, 1999
1990/1991
409,733
90,051
499,784
1997/1998
Annual rate
448,460
115,373
563,833
1.1%
3.1%
1.5%
In 1997/1998, the transition rate that brings the number of enrolled students (without repeaters) in
the first year of secondary schooling to the number of students enrolled the year before in the last
year of primary school is 26 per cent (21.5 per cent for girls and 29.8 per cent for boys).
For 1997/98, we have the following data :
Table : Number of students enrolled between 1990/91 and 1997/98
GEN. SEC. EDUC.
1990/91
1997/98
409 733
448 460
TECHNICAL
90 051
115 373
TOTAL
499 784
563 833
Annual rate
1.1%
3.1%
1.5%
Source : Mineduc statistics, 1999
In 1997/1998, 54 per cent of children enrolled in pre-primary education were in the private sector
compared 46 per cent in the public sector. At primary level, these percentages are 28 per cent and
72 per cent respectively. Secondary education suffers even more than primary education from lack
of infrastructure. The 55.16 per cent of students who successfully finish primary school with an
end-of-primary school diploma must pass an entrance competition for a limited number of places.
It is true that in private secondary schools the transition in based on a study of student ‘files’ and
access is almost automatic and based on the capacity to pay school fees.
Here too, the number of would-be-enrollees is rapidly increasing and must be measured against the
number of places available. The increase calculated over the last 8 years is of 1.1 per cent for
general secondary education and 3.14 per cent for technical education, that is to say 1.5 per cent for
secondary education per year.
The private sector has a higher participation rate in the technical and vocational education sector.
The repeating rate is 27.8 per cent. In the francophone sub-system, the average number of years for
those who finish the cycle is eleven. As to the survival rate of the 1,000 students who enter first
year (the cycle lasts 6 years), 510 reach the fifth year of studies and 399 survive until the end of the
cycle.
The learning level is reflected in results in the Certificate of end of primary and elementary studies
(CEPE) for francophones and the First school leaving certificate (FSLC) for English-speakers. In
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1997, the percentages of successful candidates were 59.75 per cent for the CEPE and 84.13 per
cent for the FSLC.
The repeat rate is estimated at 13.2 per cent in the fifth class (cinquième, around 12 years of age)
and at 70.5 per cent in the final class (terminale) amongst francophones. The figures for the
English speakers are respectively 8.7 per cent and 14.1 per cent. In 1999, 43.29 per cent of students
were awarded the preliminary exam and 32.34 per cent the baccalaureate.
In 1999 the results of official evaluations for technical and vocational education were :
Table : Success in official technical exams in 1999
C.A.P
Enrolled
Attended
Admitted
% success
25,229
23,351
7,621
32.64%
Prel. Exam.
F,G, BT
11,927
11,490
2,845
24.76%
BAC
7,656
7,399
2,872
38.82%
Source : Mineduc Statistics, 2000
For both the first and second secondary technical cycles, learning results are mediocre and prove
the system’s lack of efficiency and therefore the excessive cost of education. Of 1,000 students who
enter first year, on average 326 finish the cycle in 5.9 years, the repeat rate being 14.56 per cent.
The cycle is of a duration of 4 years.
i. Middle schools provide general secondary-level education leading to the national brevet
diploma. The guidance cycle is for both general and technical education.
ii. The general education cycle provides a higher secondary-level education giving access to
higher education or professional life. Students prepare for a general baccalaureate, which
generally leads to higher education. The superior technician sections (STS) in high
schools provide post-baccalaureate training.
iii. The high school or technical/vocational middle school is a secondary institution which
aims to provide young people with general technical and vocational training. It leads to a
technical baccalaureate (B.Th) which leads principally to higher education or to a
technician’s certificate (BT) which generally leads to first cycle vocational work. Four
years of compulsory schooling may lead to the Certificate of vocational aptitude (CAP)
or, 2 years after the first secondary cycle, the Certificate of vocational studies (Brevet
d’études professionnelles) may be awarded and after a further 2 years the vocational
baccalaureate.
iv. These courses are provided by different institutions and accessible to young people aged 16 to
35. The length of apprenticeship varies. Dual-system training, ‘rapid’ qualifications contracts
which last from 6 to 24 months and other contracts provided for in the reforms must be
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legislated on, such as the adaptation which must be formalized in at least 3-6 months as well as
a guidance contract from 3-6 months. They include more or less formal continuous training.
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2. Structure of the educational system in Cameroon
Age
UNIVERSITY AND NON-UNIVERSITY EDUCATION
19
AND DUAL SYSTEM
18
17
APPRENTICESHIPS
GENERAL HIGH
SCHOOL
TECHNICAL AND OR
PROFESSIONAL HIGH
SCHOOL
TRAINING
( extra scholastic)
16
(2)
(3)
(4)
15
GUIDANCE CYCLE
14
13
COMPULSORY
EDUCATION
12
CENTRAL CYCLE
11
MIDDLE SCHOOL (1)
9
8
8
7
6
PRIMARY SCHOOL
ADAPTATION CYCLE
DEEPENING CYCLE
BASIC LEARNING CYCLE
5
4
Duration of compulsory education
PRE-SCHOOL
Basic universal education lasts for 6 years in the francophone sub-system and 7 years in the
English-speaking sub-system. There is a two-yearFIRST
pre-school
cycle which is not universal (article 9
LEARNING CYCLE
of the directive law on education in Cameroon states that “primary education is compulsory”).
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Francophone pre-school education lasts for 3 years (youngest, middle and older sections) and is
open to children aged between 3 and 5 years. English-speaking pre-school education lasts for 2
years (class 1 and class 2) and is open to children aged 4-5 years.
Entrance (access) age to primary school
The entrance age is 6 years.
Leaving age of basic compulsory education
The leaving age is set at 12 years.
The school system
The BAD/Cameroon (MINEPAT) study undertaken in the framework of the PDRH project in light
of the reform of TVET respected UNESCO’s terminology, according to which:
i. technical education designates those aspects of the educational process which, in addition to
general instruction, imply the study of a closely related science and the acquisition of practical
capacities, attitudes, understanding and knowledge related to the trades of different sectors of
economic and social life. It is not necessarily ‘vocational’ in the sense of preparing directly for
the exercise of a trade or job. This teaching can be part of a study programme in progress with
the purpose of graduating to a higher level of studies.
iii. vocational training, on the other hand, prepares for a trade or specialized or semi-specialized
trade: specialized workers, semi-specialized, qualified.
iv. technical training prepares for employment positions demanding a higher level of technicity:
technicians.
Secondary vocational education
Traditionally, the Ministry of National Education was in charge of vocational post-primary and
secondary education. Since August 2002, the Ministry of Technical Education and Vocational
Training manages this sector. This includes initial vocational training directed at students not yet
working.
Three types of institutions perform this teaching:
 the SAR and SM (post-primary);
 the CETIC and CETIF.
Division within the level/type of teaching.
Beginning of an alternative or end of a level/type of teaching
TECHNICAL AND VOCATIONAL TRAINING SYSTEM3
Basic education:
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(diagram) Technical Education
and vocational
Formation Professionnelle
MINESUP
University and higher
schools
BTS and DUT in 2 years
CEPE (End of primary)
12
to
13
years
I
N
minimumE
T
F
O
P
M
MINETFOP
MINSNTÉ
Post primary
CFPR-EB and MI
MTNETPS
SAR/SM
(2 years)
MINCOF
and school
BT
TechnicalBEP
middle
CAP in 4 years equivalent
to BEPC)
MEF
Professional
high
school (to be formalized)
MINTOUR
MINTRAP
(only the BT leads to
university)
MIN
MINAGRI : CRA, ETA, CFJA, CFR, ENSTP,
JESprivate centres
Technical high school
BT and BP in 3 years+ or
– equivalent to BACC
MINEPIA : CNFZV
MINETFOP
Post-primary
3
Diagramme proposed in the framework of the PDRH project and validated by the institutional actors and civil
society .
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Length of cycles/age groups/certificates and diplomas
○ Handicrafts rural sections (SAR) and domestic sections (SM)
Vocational post-primary training, paradoxically implemented by the SAR and SM, deliver a
certificate of learning for 2 years of foreign training whose learning is however regulated. Article
4 of decree n°69/DF/287 of 30 July 1969 on the apprenticeship contract specifies that “no person
can be taken on as an apprentice if s/he is not aged at least 14 years old and if s/he is not physically
apt to satisfy the requirements of the nature and place of work stipulated in the contrat”. The age
foreseen for admission is a minimum of 16 years however access is available to young people of
18 years and even older to give a second chance to young rural persons needing to establish
themselves and not having had the chance to go to school.
○ Middle schools of technical, industrial and commercial education (CETIC) and women’s
industrial education (CETIF).
These include the following:
1) a four-year cycle open to holders of the certificate of end of primary and elementary studies
(13-14 years) which leads to the certificate of vocational aptitude, training in open streams of
semi-specialized or qualified workers for whom the vocational training goes up to categories 5
and 6 of the LABOUR CODE.
2) A two-year cycle open to holders of the CAP or the BEPC, dispensing detailed vocational
training sanctioned by the BEP.
3) We are not aware of a school institution prepared for the BP, examination which is nonetheless
organised by the Ministry.
Recruitment conditions for teachers
The conditions offered in vocational education are liberal but present some global limits at several
levels: 1) the legal framework: legislative and regulatory; 2) trainers: a) the training of training,
b) the consent of learning teachers, 3) coverage: a) classrooms; b) workshops; c) sandwich
courses; 4) production of educational entrants: diverse support such as audiovisual, handbooks
and other material, programmes, work matter and bad rooms.
Normal schools for technical education teachers (SAR, SM, adaptation sub-cycles of the
CETIC-CETIF cycle) are open to those holding at least a CAP, BEPC, Preliminary or
Baccalaureate who undertake a training programme of 1-3 years and acquire a training diploma
titled CAPIET (CAP for technical education teaching).
The Normal school for technical education is in charge of training of trainers of the second CETIC
and CETIF sub-cycle and the BEP cycle; it delivers the DIPCET at the end of a training programme
lasting 1-3 years according to entrance level: 1) Baccalaureate 2) BT, DUT or DEUG 3) Licence.
Teachers and certified professors of general education take care of general subjects.
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Professionals are identified by private and public promoters of schools and training centres as well
as by central services to train and participate in evaluations.
Vocational high schools foreseen under the directive law of education in Cameroon 98/004 of 14
April 1998 are requested to better respond to the current ambiguities and hesitations.
- Secondary technical education
Several technical education cycles which function in public or private structures under contract or
freely but also with approval are physical extensions of pre-existing technical middle schools, who
allow them to use their installations and a number of their teachers.
These institutions of technical education and training present a structure of programmes
developing:
1) general scientific, literary and linguistic competencies;
2) technological competencies in the field; and
3) technical and vocational competencies that are the closest possible to vocational
practice.
The respective mixtures privilege in a progressive manner the first, second or third group in terms
of class hours and diversification of subjects as a function of the priority given to the continuation
of study and access to a trade or intermediary-level job as employee, technician, technologist, agent
or professional supervisory staff.
Cycle duration and diplomas
One can therefore obtain in 3 years: a technical baccalaureate or artistic baccalaureate (sculpture,
ceramics, artistic painting); a technician certificate in the most diverse fields including that of rural
entrepreneurship; or the vocational baccalaureate.
Age group
3) Access to technical high school is on the basis of a competition called ‘entrance to the
second technical class’ in public structures and certain very selective private structures.
The other structures involve a semi-automatic transition based on possession of the BEPC,
CAP or GCE O/L or on the basis of a ‘study of the student’s file’ if s/he does not hold the
diploma marking the end of the first cycle of secondary school. The expected age for
attaining or accessing technical high school is situated between 16 and 18 years.
Recruitment conditions for teachers
In terms of technical and vocational subjects, the recruitment of teachers is made through the
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ENSET and includes holders of
1) a BTS, DUT or DEUG;
2) the DIPCET, a three-year university degree, a building engineering degree; or
3) a four-year university degree or design engineering degree.
They are then trained 1-3 years for the DIPLET (diploma of technical education high school
teaching). Coverage of certain subjects in technological education and general subjects is ensured
by teachers recruited from the Normal higher schools or simply from holders of at least a four-year
university degree. For this last category, a preliminary course on pedagogy is organized or an
inspection after at least 2 years necessary before tenure and definitive nomination is given.
Share of private education in secondary vocational education and secondary technical education
It is not a coincidence if currently-available statistics do not differentiate between ‘vocational’ and
‘technical’. The lack of clear and easy implementation of socio-economic and vocational missions
is in fact at the basis of the beginning of reform of this branch of education. We are waiting for a
legislative, regulatory and managerial articulation allowing it to progressively support continuous
education.
Sector
Public
Private
Total
Number of enrolled students
1990/
1995/
1999/
1991
1996
2000
36,784 68,071 82,757
53,267 40,991 61,082
90,051 109,062 143,839
Student/teacher ratio
1990/
1995/
1999/
1991
1996
2000
15
18
18
15
11
14
15
15
16
Students/classroom ratio
1990/
1995/
1999/
1991
1996
2000
41
51
45
30
20
20
34
32
33
Source: DSCN, Ministry of National Education and Special Inquiry 1999/2000MINEDUC
3. Lifelong education
The main extra-scholastic vocational education programmes that are offered are the following:
The Ministry of Employment, Labour and Social Orientation which manages six public
centres and frames almost 195 private qualifying training centres which provide rapid, initial,
continuous and improvement training.
Between 700 and 900 trainees per year are trained in the six public centres for reasons of insertion,
promotion or professional mobility. This number will increase to 900-1100 from 2003/2004
following the opening of PITOA’s industrial trades CFPR in the northern province.
Private licensed centres present varied cycles of vocational training at different category levels and
in diverse vocational sectors. In these conditions, the average number of between 20 and 40 per
year is not very significant. However this mass of operators, some of which operate according to a
national uniform programme and organize themselves progressively, play an important role in the
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flexibilization of the labour market.
A project having received in August 2003 a finance agreement proposes leaning to a greater extent
on the training of informal sector and traditional learning actors through this web of training
centres. Courses are provided by diverse institutions and accessible to young people between 16
and 35 years; the duration of learning varies (see (4) in the frame).
Sandwich courses, ‘rapid’ qualification contracts lasting between 6 and 24 months and other
contracts envisaged in the current reform must still be regulated. These include, for example,
adaptation contracts which should be formalized in at least 3-6 months and guidance contracts in
3-6 months. They include more or less formalized continuous training.
Furthermore, the organization in competence and training modules should permit trained persons
to accede, find themselves thanks to capitalization in relationship to programmes and pass
MINETFOP diplomas conceived and implemented in partnership with the trades federations, trade
bodies and social partners.
The Ministry of Technical Education and Vocational Training currently manages 216 handicrafts
sections and domestic sections (1999/2000). Each year these institutions receive close to 11 3000
young people aged at least 16 years old.
The Ministry of Social Affairs and Women manages re-education centres, one ‘home workshop’
for young girls, 99 social centres, 26 women’s houses, two centres for the disabled and one
technology centre and controls eight centres created by NGOs.
The Ministry of Youth and Sports manages 343 public youth centres and frames six private centres.
Numerous institutions operate in this way in this educational sub-sector, including an increased
number of NGOs. This is a key training sub-sector directly linked to employment and the economy
with concerns ranging from insertion, improvement, vocational redeployment, literacy and social
insertion. The majority of these programmes include the sectors of social and professional
engineering, which can be supported by the Ministry of Vocational and Technical Training where
the appropriate articulations are present.
The network of schools and training centres for public employment
Outside of the universities, the structures of professional training present important numbers of
students enrolled, varying between 25 (tourism and wild fauna school) and 734 students (national
school of youth and sports). In 1998/1999, for example, the number of students enrolled was 2,400.
In Cameroon the different vocational training programmes cover different domains managed by
different Ministerial Departments. They train for public employment with fairly stable professional
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contents.
Enterprises and beneficiaries finance continuous training. Financing of initial training is however
paid for by taxpayers. Families finance the rest.
Conclusion
Cameroon’s educational system continues to present itself as an ensemble of sub-systems
unco-ordinated by a single guidance law, inspired for example by the commitment which came out
of the Jomtien conference on education and training for all throughout life.
Each one of these sub-systems is however being reformed. These sub-sectorial reforms are
attempting more or less consciously to reflect the recommendations of the Jomtien conference,
which acts as the structuring force of the underlying philosophical system on which these
individual reforms are based.
In general, analyses in the different documents treat problems such as access, quality and
pertinence, gender equity, effectiveness, resource distribution, property, participation,
collaboration and mobilization of all the protagonists working in the sector of education discussed
by Jacques Hallak (1998).4. The merit in deriving and evaluating sub-system policies in a single
framework law is in finding coherent responses to the problems cited above.
Indeed, these analyses do not appear to discuss the coherence of the relationship between the
constituents and the final aims of education discussed in the Commission presided during this
conference by Jacques Delors on education for the twenty-first century. At this time, the aims
summed up by the following very simple words: learn to be, learn to learn, learn to do, learn to
live together, unanimously considered a “very dense, rich and complete list”, do not seem to
emerge clearly in the current reforms.
The current reform of technical education and professional training will perhaps have the merit of
encouraging better questioning of the relationships between sub-systems and their grading than the
reforms of basic and higher education during 1990-2000 were able to do.
Table: TVET projects and programmes or reforms
4
Jacques Hallak, Education et globalisation, UNESCO, 1998.
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Name of the
project/programme
PDRH
(Development of
Human Resources
Project)
Sponsors
Amount
Dates
BAD
465,000,000 cfa
2002-2003
PPTE
4.5 billions cfa
2003-2004
BAD
Around 16 million
CFA
From 2004
(MINEPAT)
Support for
informal sector
actors, of which
training constituent
of IS actors
(MINETPS)
TVET Reform
project of currently
being assessed
Objectives/
description
Diagnostics; studies
of potential;
institutional
constraints;
strategic lines of
reform; evaluation
of needs
Improvement of
product quality –
markets, revenue,
quality of IS jobs
Reform of TVET
Bibliography
1.
2.
3.
4.
5.
6.
7.
8.
Adams, A.V. June 2001. Assessment of the Jua Kali Pilot Voucher Program. Washington DC: World Bank.
Atchoarena, D. 1994 Financement et régulation de la formation professionnelle : Une analyse comparée. Paris:
IIEP/UNESCO.
Atchoarena, D.; Esgniev, P. (Eds.). 2002. Private technical and vocational education in sub-saharan Africa :
provision, patterns and policy issues. Paris : IIEP.
Fluitman, F. Il y a travail et travail (notes on the extent of employment problems in Sub-Saharan Africa).
Hallak, J. 1998. Education et globalisation. Paris : IIPE, UNESCO.
Johanson, R. 2002. Développement des qualifications professionnelles en ASS. Washington DC : World Bank.
MINEPAT-BAD, 2002-2003. Six rapports de l’étude réalisée dans le cadre du projet PDRH en vue de la réforme
de la formation professionnelle et technique au Cameroun. Yaoundé : MINEPAT-BAD..
Njoya, J. 2001. Arrimage de la formation professionnelle aux entreprises comme solution aux nouvelles
caractéristiques du marché du travail au Cameroun (dissertation on detailed training in educational planning).
Paris : IIPE/UNESCO.
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TECHNICAL AND VOCATIONAL EDUCATION & TRAINING (TVET) IN NIGERIA:
ISSUES AND STRATEGIES
Presented by
ENGR. DR. NURU A. YAKUBU, OON
Executive Secretary, National Board for Technical Education (NBTE),
Kaduna, Nigeria
Preamble
Nigeria is a country with a population of 132.8 million and a total land area of 923,768 square
kilometres. The main activities of production are agriculture (37.4 per cent of GDP), industry (28.8
per cent of GDP), manufacturing (4.2 per cent of GDP) and services (33.8 per cent of GDP). The
guiding principle of education in Nigeria is the equipping of every citizen with such knowledge,
skills, attitudes and values as to enable him/her to derive maximum benefits from his/her
membership in society, lead a fulfilling life and contribute to the development and welfare of the
community. The minimum number of years of schooling is now nine, comprising six years of
primary education and three years of junior secondary education. Total primary school enrolment
in 2002 was 19,342,659 (males: 10,772,914; females: 8,569,745). Intake into primary schools in
2002 was 4,502,702 (males: 2,546,617; females: 1,956,085) with a primary completion rate of 83.4
per cent (males: 83.5 per cent; females: 82.8 per cent). The transition rate from primary to junior
secondary school (JSS) was 37.80 per cent (m: 37.9 per cent; F: 37.7 per cent).
Overview of TVET in Nigeria
The earliest technical institutions of Nigeria were the training centres established by public
services such as the railways, P&T and others as well as centres/institutes for training of
agricultural, veterinary and forestry assistants for the colonial administration. These were primarily
designed for the training of artisans and operatives. Yaba Higher College, established in 1936, was
the first college of technology in the country. In the 1950s, technical institutes were also
established at Kaduna and Enugu. These, along with similar institutions set up in Ibadan and Auchi
in the early 1970s, became the forerunners of the first generation of polytechnics.
At the eve of Nigerian independence in 1960, the Ashby Commission noted that the major defect in
Nigerian education was its strong bias towards traditional literary and academic subjects
leading to lack of respect for manual and technical achievement. The Commission therefore
made recommendations for the strategic development of technical and commercial education
leading to the certificates of the City & Guilds Institute and the Royal Society of Arts. The
Commission, however, made no recommendations for provision/training of teachers in technical
and vocational education.
The effort of formulating the national programme on technical and vocational education and
training (TVET) in Nigeria started from the early 1960s with a seminar on comparative general
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education abroad organized by the Federal Ministry of Education in 1962 under the chairmanship
of Dr. A Skapski and with the financial support of USAID. The Seminar recommended a five-year
comprehensive school system for post-primary education in Nigeria terminating at two levels; a
pre-vocational stage to be completed in 3 years and a pre-academic stage leading to the school
certificate in 5 years.
More serious thought was given to technical and vocational education (including business studies)
at the 1969 national curriculum conference, which led to the formulation of a national policy on
education (NPE) published in 1977 (and subsequently revised in 1981, 1998 and 2003). The
Blueprint on implementation of the NPE, published in 1978-1979, gave considerable attention to
technical education. Issues such as the pattern of technical education, training of artisans,
craftsmen and technicians, technology in secondary schools, training of technical teachers,
encouraging women into technical education and avenues of advancement from one level to
another were duly addressed.
A major feature of the NPE is the 6-3-3-4 scheme, which provided for a six-year primary education,
a six-year secondary education structured in two three-year segments: junior secondary school
(JSS) and senior secondary school (SSS) and finally 4 years for undergraduate programmes. This
includes, in the junior secondary segment, the new courses of integrated science and
intro-technology. This system, which is essentially comprehensive, was designed to ensure both
academic preparation and vocational skills.
Critical appraisal of the manpower requirement for the third national development plan
(1975-1980) revealed a serious distortion: It was discovered that there was a surplus of
academic/literary graduates at the expense of basic craftsmen and technicians critically
required for development. The Federal Government then announced its resolve to ultimately
provide one technical college and one polytechnic in each state of the Federation to complement
the efforts of state governments. The third national development plan period also witnessed the
establishment of the national board for technical education (NBTE) in 1977 to co-ordinate and
advise on all aspects of technical education falling outside the universities. The board instituted a
system of minimum standards for accreditation of national diploma (ND) and higher national
diploma (HND) programmes in polytechnics and similar institutions in 1984/1995.
The NBTE also assumed responsibility for supervision of academic programmes of technical
colleges with the phasing out of the complex multiplicity of foreign crafts qualifications. The
board therefore developed the new national technical certificate (NTC) and national business
certificate (NBC) along with their advanced levels. A special examination body established to
administer the technical and business examinations, the national business and technical
examinations board (NABTEB), commenced operations in 1995.
The report of the Grey Longe Commission on the review of higher education in Nigeria (1992)
revealed that the nation’s effort to produce manpower over the past four decades had concentrated
-143-
on the production of high level manpower. Statistics from NISER (Nigerian Institute of Social and
Economic Research) indicated that there was a consistent excess supply of high level manpower of
246,177, 292,498 and 342,525 in 1986, 1987 and 1988 respectively. During the same period, there
was unmet demand of 403,191, 271,449 and 252,054 middle level workers. The Commission also
noted a high level of dissatisfaction in the polytechnic sector related to the low level of public
recognition, lower terminal salary and consequent craving for parity status with university
graduates.
The subsequent effort of the government to address the perceived grievances of the polytechnic
sector led to the development of the post-HND programme as a ‘bridging programme’ to enable
HND holders to acquire professional registration in their areas of specialization and qualify for
admission into the postgraduate programmes of universities. However, this provision could not
completely satisfy the concerns of the polytechnics. This led to the setting up of the Yabani
Committee by the Minister of Education in 1999 to look into the modalities for creating degree
programmes in selected polytechnics and colleges of education in Nigeria.
Structure and functions of TVET Institutions
Technical and vocational education and training (TVET) in Nigeria encompasses the training of
artisans, craftsmen as well as highly skilled technicians and technologists. TVET is defined in
accordance with the UNESCO & ILO Recommendations of 2001 as “a comprehensive term
referring to those aspects of the educational process involving, in addition to general education,
the study of technologies and related sciences and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupations in various sectors of economic and social
life”. NPE (2003 edition).
TVET Institutions are classified as follows:
1. Basic engineering and skills training (BEST)/vocational training centres are post-primary
trade or commercial training centres producing artisans. Their courses lead to the award of
trade test certificates by the Ministry of Labour.
2. Technical colleges/federal science and technical colleges are post-secondary level
institutions for training of craftsmen and master craftsmen. Candidates are usually placed after
completing junior secondary school. Technical college courses lead to the award of the national
technical certificate (NTC) and advanced national technical certificate (ANTC) for technical
courses and the national business certificate (NBC) and advanced national business certificate
(ANBC) for business studies. Recently however, as part of the reform process, all the federal
technical colleges have now been converted to federal science and technical colleges. Thus
they now comprise three-year junior science secondary schools and three-year senior technical
schools.
3. Polytechnics/colleges of technology are post-secondary institutions for the training of
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technicians and higher technicians/technologists. Polytechnics operate a two-tier programme
of studies: first - ND, second - HND with one year (minimum) period of industrial experience
serving as one of the prerequisites for entry into HND programmes. In addition, polytechnics
that meet the requirements can offer post-HND programmes (full professional diploma). As
part of the reform process the two-year ND is being considered for conversion to 3 years by
incorporating the one-year post ND work experience as part of the ND programme. This is to
ensure that the one-year period is actually spent in supervised work.
4. Apprenticeship schemes: Although not regarded as a component of the formal system, the
formal and non-formal apprenticeship schemes are now here to stay and should therefore be
noted in discussions on technical education.
Figure 1 presents a schema of the education system in Nigeria and relationship of TVET with
others.
Data on TVET institutions
The Constitution of Nigeria places education on the concurrent legislative list. Thus both federal
and state government can legislate and establish schools from primary to university level. There
are about 106 polytechnics and similar institutions (monotechnics) that are formally recognized by
the NBTE. Similarly there are 146 Technical Colleges recognized by NBTE. There are many more
technical colleges which have not attained recognition of the Board. Private institutions can also be
established, although for tertiary private institutions government approval is required though the
relevant co-ordinating agency: in the case of tertiary technical institutions, the NBTE. Table 1
below shows numbers of TVE institutions according to category and proprietorship.
Table 1: Categories and proprietorship of TVE institutions
Category of Institution
Type of Proprietorship
Federal
State
Private
Polytechnics
Monotechnics
Technical Colleges
17
of 21
Colleges
Agriculture
Other Monotechnics
7
19
Total
33
21
55
0
55
42
0
108
2
19
9
146
Quality assurance
Quality assurance is maintained through a process of accreditation of academic programmes
undertaken by NBTE. This is designed to ensure relevance of curriculum by assessing the context,
input, process and products periodically. Accreditation usually involves an inspection visit by a
team representing all the main stakeholders for that specialization including lecturers,
professional/regulatory bodies and employers among others to carry out an exhaustive assessment
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of the programme being accredited. Accreditation is usually subject to renewal after a period of 5
years. No polytechnic, monotechnic, technical college or any other institution for that matter in
Nigeria can offer NTC, NBC, ANTC, ANBTC, ND, HND or post-HND without the NBTE’s prior
approval.
-146-
ABILITY
PERFORMANCE
12-15
3
6-11
6
JUNIOR SEC. SCHOOLS (JSS) (3YRS)
Junior School Certificate (JSC)
TECH. COLLEGES (3 YRS)
Nat. Technical/Commercial
Certificates NTC/NCC
ANTC/ANCC
TRADE TEST I
DIPS, CERT
ETC
PROFESSIONAL
INSTITUTIONS
LABOUR
TRADE
TESTS
III & II
EMPLOYMENT
ND
(2yrs)
OTHER
INSTITUTIONS
NCE
(T/B)
(3YRS)
HND
(2yrs)
Fellowship
Member-ship
Associateship
Gradute-ship
KNOWLEGEABLE-COMPETENT-SEMI SKILLED
3
SENIOR SEC. SCHOOLS
(SSS) (3 YRS)
Senior Secondary Certificate
TTC
(1YR)
BEST
CENTRES
16-18
BACHELOR’S
DEGREE
(4 yrs)
P-HND
18 MTHS
POLYTECHNICS
4
DOCTORATE
MASTERS
(1-2YRS)PGDE
COLLEGES OF
ECUCATION
19-22
EDUCATION
(YRS)
UNIVERSITIES
AGE
YRS)
FORMAL
DURATIONNON-FORMAL
KNOWLEDGE
APPRENTICESHIP
PRIMARY SCHOOLS (6 YRS)
Primary School Certificate (PCS)
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Over the past two decades (1983-2003), the Board has visited thousands of programmes in TVET
institutions in Nigeria. An analysis of the outcome of the visitation shows that at the first visit only
about 53 per cent of the programmes visited for resource inspection received approval; Another 56
per cent succeeded in obtaining initial accreditation and only about 49.4 per cent were able to
obtain reaccreditation. A five-year analysis of visitation outcomes in science and technology,
covering areas in the pure sciences, science laboratory technology and applied sciences including
agricultural science and health science is shown in Table 2.
Table 2: Outcome of accreditation visits to science and technology programmes
Year
1998
1999
2000
2001
2002
Resource inspection
No
of Success
Visits
51
32
28
19
52
30
43
21
42
12
Average: Success
Failure
%
62.7
67.8
57.8
48.8
28.3
Initial accreditation
No
of Success
Visits
45
25
13
7
42
31
33
20
60
21
53.08
46.92
%
55.6
53.8
73.8
60.6
35
55.76
44.3
Reaccredidation
No.
of Success
Visits
20
11
54
24
58
28
44
25
47
20
%
55
44.4
48.2
56.8
42.6
49.4
50.6
Source: Annual reports, Science and Agriculture Division, NBTE.
The rather high failure rates could be attributed in the case of resource inspections to lack of
adequate funds to provide the required resources for teaching, particularly in science and
technology, engineering and environmental studies.
Another factor which has been identified is the lack of an internal self-evaluation or quality
assurance mechanism responsible for monitoring compliance with minimum standard
requirements on a continuous basis. As a result, standards often tend to decline after the
accreditation visit rather than being maintained or improved upon as expected. Establishment of
internal quality assurance (IQA) units with clearly defined roles may be made a necessary
requirement for all institutions as part of our reform process.
Relevance of TVET programmes
In the early days, craft and technician level training was modelled on the UK system with
examinations conducted by the the Yaba Technical Institute on behalf of City and Guilds (C&G) of
London and the Royal Society of Arts (RSA). Successful candidates were awarded the craft
certificate (C&G) and singled-subject certificates (RSA). This was the situation up to the 1960s.
Curricula were purely those of the C&G and RSA. The C&G awarded various craft and advanced
craft certificates to candidates who passed the examinations while RSA awarded single subject
certificates in various stage (I, II & III) for those who passed the commercial examinations.
The West African Examinations Council (WAEC) replaced Yaba Technical Institute in the early
1960s in conducting examinations on behalf of C&G. From 1975, WAEC began to award the
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WAEC Technical/Business Certificate with input from C&G and RSA until 1982, when it took
over the two examinations completely with locally produced curricula. WAEC technical
certificates were awarded for various craft courses and business certificates for single subjects in
the commercial areas.
With the introduction of the National Certificate (NTC), the National Business Certificate (NBC),
the Advanced National Technical Certificate (ANTC) and the Advanced National Business
Certificate (ANBC), NBTE was directed in 1991 to take over the conduct of technical and business
examinations from WAEC.
However, in 1992 the Government mandated the creation of a new examination body for technical
and business examinations. The National Business and Technical Examinations Board (NABTEB)
was thus established. The Board now awards the NTC/ANTC and NBC/ANBC.
Technician level training also followed the UK system, initially the Ordinary Technician Diploma
(OTD) and Higher Technician Diploma (HTD) being awarded by the City and Guilds. Once
established, the first generation polytechnics awarded their own Ordinary Diploma (OD) and
Higher Diplomas (HD).
In an effort to make technician training more tailored to the country’s peculiarities and specifically
to overcome the problem of the mandatory one-year work experience post-OD, there was an
attempt in the early 1980s to replace the two-tier diploma with a single-tier diploma called the
Nigeria National Diploma (NND). However this was short-lived. By 1985 the country had returned
to the two-tier system, but now with the National Diploma (ND) and Higher National Diploma
(HND). This system remains operational today. Programmes were not only designed to address the
country’s needs but also acted as the national minimum standards for the training of technicians
and technologists. New programmes such as co-operative studies, home and rural economics,
leather technology and rubber and polymer technology, which had been unavailable in the past,
were introduced. In addition curricula were designed in course units and behavioural objectives.
In order to strengthen the practical content of technology education and introduce students to the
world of work while in the course of their training, the student industrial work experience scheme
(SIWES) was conceived. This scheme is a vital component of TVE as technologists are produced
through the process of education, training, experience and continuing education. The experience of
all the SIWES units in technical institutions under the authority of the board demonstrate that the
industries – small and medium-sized enterprises (SMEs) included – which are major stakeholders
in technical education are not yet fully committed to the co-operation which is necessary for this
scheme to be a success. Industries and other employers often complain of the short duration of time
for which students are with them and have tended to see them as a nuisance.
There must be a reversal of this negative trend and industries, SMEs and employers must provide
the maximum possible opportunity for students to learn. Some significant budget provision for this
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may be required, however industries and SMEs must be made to understand that the ultimate gain
is getting trained manpower into factories and work places without additional training.
Views of major TVE stakeholders converge around the need to restructure the national diploma
(ND) programme so that it covers a total period of 3 years, to provide for a one-year industrial
attachment following 2 years of academic work. Professional registration councils also made the
following landmark resolution during their Consultative Meeting with the NBTE on 5 June 2003:
i. The ND programme be restructured into a three-year programme made up of 2 years of full
academic work and 1 year of compulsory supervised industrial work experience leading to the
award of the National Diploma (ND);
ii. The ND certificate should be a qualifying basis for direct entry into a higher national diploma
(HND) or bachelor degree course in technology (B.Tech.) in the polytechnics, as this will
effectively stem the drift of technical candidates and personnel.
Current issues and strategies
It is an unfortunate fate of TVE in Nigeria that its products are held in low esteem by both
individuals and society. Many parents do not want their children to go into technical education
except when they are unable to secure admission into the universities.
Table 3: Enrolment and output in formal TVET institutions in Nigeria
TYPES OF INSTITUTIONS
ENROLMENT
POLYTECHNICS
MONOTECHNICS
TECHNICAL COLLEGES
OUTPUT
SEX
NUMBER
%
SEX
NUMBER
%
M
146,990*
60.5
M
23,480
64.8
F
95,953*
39.5
F
12,749
35.2
MF
242,943*
100.0
MF
2,964
100.0
8,659
76.2
2,699
23.8
11,358
100.0
73,239
81.7
16,799
18.7
90,038
100.0
*Figure for 2002
M
F
MF
M
F
MF
2,264
700
2,964
15,823
2,454
18,277
76.4
23.6
100.0
86.6
13.4
100.0
M
F
MF
M
F
MF
From Table 3 it may be observed:
a. Total enrolment in technical colleges is much lower than in polytechnics (representing less than
50 per cent of polytechnic enrolment in 2001);
b. Female enrolment was a mere 19 per cent of all students in technical colleges, but about 40 per
cent in polytechnics in 2001.
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We may also note that:
(a)
Total polytechnic and monotechnics enrolment was less than 50 per cent of total university
enrolment, yet the government position is that there should be between 3-4 students in
polytechnics for every university student.
(b)
Compared to the total senior secondary enrolment in 2001 (M: 1,115,360; F: 905,577 and
MF: 2,020,937), the proportion in technical colleges was a mere 4.5 per cent, ie. less than 1
in 22 attended technical colleges after the three-year junior secondary school (M: less than
1 in 15; F: less than 1 in 60!). Indeed, fewer than 2 per cent of secondary students are in
TVET.
This can be contrasted with most of the developed and fast developing countries, where the
figure lies between 30 and 40 per cent. In 1995 in the Republic of Korea, where technical
and vocational education played a pivotal role in its rapid industralisation, 39 per cent of
total senior secondary enrolment was in vocational senior secondary schools and the
government was aiming for this figure to reach at least 50 per cent.
It is clear from the above that:
a. TVET is characterized by very low enrolment at senior secondary level.
b. At the tertiary level TVET has not been able to attract students away from the universities.
This is further confirmed by the joint admission and matriculation figures, which show that
over 1 million students sat for the university matriculation examinations compared to less than
250,000 for the polytechnics matriculation exam.
c. Consequently there is an inadequate supply of the right type of manpower necessary and
required by the industries.
The major reasons for this, apart from historical antecedents, is the apparent belief that TVET is
‘inferior’ to general education. Several reasons for this have been identified :
a. The entry qualification into the polytechnic sector is four credits at the SSSCE Examinations
while university entrance requires five credits.
b. Each sector has its own entry examinations.
c. Graduates from polytechnics are place on a salary but until Bar until they obtained degree or
higher qualification
d. Lecturers in the polytechnic sector cannot rise above HATISS 14 while their university
counterparts with the same credentials can rise to the highest level (HATISS 15).
e. There is little chance for career progression unless a crossover to the universities is effected.
f. The idea that a university degree alone will improve one’s status in society and the
discriminatory attitude of some professional bodies towards HND graduates in their
registration.
g. The state of some polytechnics leaves much to be desired. The situation in which a polytechnic
offers more certificate programmes or non-accredited diploma or higher diploma programmes
mainly due to lack of facilities to undergo an NBTE quality assurance test is adversely affecting
the sector.
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Strategies adopted to address the above include:
i. Joint harmonization entry qualifications to polytechnics and universities.
ii. A single matriculation examination for students seeking admission into any tertiary institution
in the country.
iii. Lobby the government to approve HATISS 15 for polytechnic staff.
iv. Professional bodies are yet to approve the same registration conditions for both holders of
HND and first degrees and are being encouraged to correct the anomaly. Already many,
including the Nigerian Society of Engineers, have agreed to this.
v. Stakeholders in the sub-sector are pushing for legislation for parity in career progression for
HND and first degree holders.
vi. Revocation of NBTE’s laws powers to phase out:
i. non-accredited diploma programmes
ii. compliance with the minimum national technology-based programmes and business-based
programmes enrolment ratio of 70:30.
Textbook production
Relevant locally developed TVET textbooks are scarce. This is mainly because book publication is
expensive and publishing companies do not consider it a profitable venture by virtue of the size of
the sector. To overcome this, the sector must put in place a mechanism for producing the necessary
textbooks. This is being addressed under the UNESCO-NIGERIA TVE Revitalization Project.
TVET fora for exchange
Another problem that must be considered and seriously tackled is the low number of avenues of
exchange available in the TVET sector. In addition, very few personnel in the sector are able to
interact either at national, regional or international level with others due to the paucity of funds and
sponsors. The NBTE is therefore working out modalities for establishing more national and
regional fora in TVET. Establishment of regional associations will therefore be encouraged.
Access to TVET
The formal TVET Sector in Nigeria has the peculiarity of an excess of places at both secondary and
tertiary level.
Gender issues in enrolment
There is no gender restriction in the admissions policy of TVE institutions, however there is
general imbalance in student enrolment. Table 4 shows a male to female ratio of 2:1 in pre-ND
programmes. At ND level, there are 42,429 females and 57,608 males, while at the HND level
there are 19,978 females for 28,565 males. Out of a total enrolment of 186,080 in the polytechnics,
only 74,612 (or 40 per cent) are female. Tables 5 and 6 show similar trends in monotechnics and
technical colleges. Similarly, engineering technology and technology (except microbiology SLT)
have very low female enrolment. Most females are enrolled in the business and management
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programmes. The gender situation is even more critical for technical colleges, as can be seen in
Figure 2.
TABLE 4: POLYTECHNICS ENROLMENT DISTRIBUTION BY SEX (2000/2001)
PR-ND
ND
HND
TOTAL
M
M
F
MF
M
F
MF
M
F
MF
25,295 12,205 37,500 57,608 42,429 100,037 28,565 19,978 48,543
111,468
TABLE 5: MONOTECHNICS ENROLMENT DISTRIBUTION BY SEX (2000/2001)
PRE-ND
ND
HND
TOTAL
M
F
MF
M
F
MF
M
F
MF
M
F
1295
40
735
173
307
5,480 3,191 952
4,143
86,659 699
F
MF
74,612
186,080
MF
11,358
TABLE 6: TECHNICAL COLLEGES ENROLMENT DISTRIBUTION BY SEX (2000/2001)
NTC
ANTC
TOTAL
M
F
MF
M
F
MF
M
F
MF
73,230
16,671
89,910
0
28
28
73,239
16,799
90,038
Strategies
There should be a change in orientation to remove social prejudice and girls’ own sense of physical
incapacity for engineering/technology programmes. Effective instruments to monitor the
application of gender-sensitive policies in TVE institutions should be developed.
The high level of poverty has led to difficulties in meeting the financial obligations of schooling.
The policy of free tuition pursued by the federal government in all federal institutions is intended
to promote access to education so that no person is denied access on the basis of inability to pay the
fees. A wide range of scholarship awards to poor students has also been instituted at all levels of
education. This has not really had the desired effect due to the sheer size of the Nigerian population
and the poverty level, which leads youth to leave school for employment at an early age to support
their family and to most poor families marrying off the girls in their early teens so as to reduce the
burden on the family.
The physically handicapped
Meeting the particular needs of the disabled, who may not be able to benefit from the conventional
school facilities, is difficult. The new national policy on education provides for special educational
training for all people with impairments who cannot cope with regular school methods.
The disadvantaged
This includes nomadic pastorals, migrant fisher folks, migrant farmers, hunters etc. who, due to
their lifestyles and means of livelihood, are unable to access conventional educational services and
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therefore require special provision. The new national policy on education caters to their specific
needs and circumstances. The National Commission for Nomadic Education was established to
address this problem.
Access to tertiary level
There has been educational imbalance between north and south since the creation of the Nigerian
nation. Strategies enunciated to address the problem include:
1. Designation of some states as educationally disadvantaged, so that their students are granted
positive discrimination in admission into federal institutions.
2. A catchment area policy whereby a given percentage of admissions is reserved for children of
the institution’s host community and contiguous states.
3. In 1975, almost all of the eight existing polytechnics were located in state capitals. Today, 21
out of 55 Polytechnics are located in rural and semi-urban areas, thus providing greater
opportunities to rural dwellers to secure admission and benefit directly from polytechnic
education. Similar opportunities have been provided in monotechnics and technical colleges.
Access to science/technology vis-à-vis business/management programmes
An enrolment ratio between science/technology and business/management programmes of at least
70:30 is expected in the polytechnics. Most polytechnics have not yet achieved this. In 2002, for
example, an enrolment ratio of 61:39 in favour of business/management as against
science/technology programmes at both ND and HND level was recorded. There is a need to
compel all polytechnics to comply with the recommended ratio of 70:30 in favour of science and
engineering clusters.
Reducing pressure on access to tertiary education
Open and distance learning facilitate accessibility to education. The board is looking into the
possibility of a National Open Polytechnic like the existing National Open University to enable
more people enter TVE while working and living in locations away from the institutions.
Information and communication technologies (ICTs)
Advances in information technology have made the increasing volume of information more
accessible, effective and powerful. Currently, information technology acts as the main element for
all industries as it affects marketing, agriculture, health, education and the general way of life.
Those who have the skills to use it have access to an extraordinary and valuable resource. A new set
of special skills are however required to participate in the global knowledge economy. New and
higher qualifications are needed. ICTs have considerable potential, but they are not without costs
and could widen the gap between technologically-oriented and technologically-sceptical countries
as well as between industrially advanced and less advanced communities. ICTs and information
networks are not an end in themselves and policies are necessary to influence technologists to
focus on development catalyzing operations.
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In its current form, Nigeria’s education system cannot aspire to global information empowerment.
The information economy demands knowledgeable personnel with a systematic view of the global
network. Consequently, we must retrace our steps in the faulty planning of our curricula, which is
presently out of tune with the demand of IT. A well defined IT educational focus that will be
relevant to the various aspects of national development is therefore the major challenge of the
moment.
There are still very many people whose lives have been barely touched by ICTs and others who
have suffered unemployment or difficulties due to the introduction of ICTs. There are still large
numbers of schools without access to ICTs and many educational curricula do not provide the
training needed to produce the new technologies, customize them to local needs or use them
effectively. The nation’s development plan was formulated in isolation from the educational plan
and TVE has not been given due consideration in educational pursuits.
For Nigeria to respond to these global realities by effectively participating and playing a prominent
role in the emerging information age, a Nigerian national policy for information technology has
been developed. The policy’s vision is to make Nigeria an IT capable country in Africa and a major
player in the information society by the year 2005, using IT as the engine for sustainable
development and global competitiveness. To achieve its human resources development objective
of developing a pool of IT engineers, scientists, technicians and software developers, the policy
sets out the following strategies (Federal Ministry of Science & Technology, 2000):
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Use of IT to be mandatory at all levels of educational institutions through adequate
financial provision for tools and resources.
Develop relevant IT curricula based on the appropriate national syllabus at the selected
level as well as other global certification syllabi to tie into key elements of
government’s Universal Basic Education (UBE) programme, the proposed digital
virtual library scheme and related educational initiatives. A virtual university system
shall be established.
Establish facilities for electronic distance learning networks and ensure effective
Internet connectivity, which will provide opportunities for educationally disadvantaged
areas to educationally ‘leapfrog’ into the modern era.
Encourage IT companies, through appropriate incentives, to invest in education and
training in co-operation with existing government bodies experienced in such matters,
such at the Industrial Training Fund (ITF) and the Centre for Management
Development (CMD).
Establish study grants and scholarships to deserving Nigerians.
Promote ‘train the trainers’ schemes using existing institutions such as the National
Youth Service Corps (NYSC) and the National Directorate of Employment (NDE) to
boost capacity building in IT.
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(vii)
Empower IT institutions and development centres to develop IT capacities initially at
zonal, state and local levels.
(viii) Facilitate growth of private and public sector organizations dedicated to primary,
secondary and tertiary IT educational institutions.
(ix)
Work in partnership with related domestic and international initiatives such as
Nigerian Human Professionals in Diaspora and the United Nations’ Transfer of
Knowledge Through Expatriate Nationals (TOKEN) programme.
The inclusion of IT into the curriculum of polytechnics and technical college courses has already
been implemented by the National Board for Technical Education.
The most important factor for successful implementation of the above policy is political will and
commitment at the very highest level. ICT development is a new phenomena which requires a look
at new ways of doing things.
UNESCO-NIGERIA TVE Revitalization Project
Due to the government’s wish to revitalize the TVET sector, the President and Commander in
Chief of the Nigerian Armed Forces directed that a project document and plan of operation be
signed between the Federal Government and UNESCO for a project in support of the revitalization
of technical and vocational education (TVE) in Nigeria. In its first phase, the main objective of the
project is to support the federal and state education authorities in their efforts to revitalize, reform
and expand TVET to meet the present and future needs for rapid socio-economic development of
the nation. The project is expected to:
(a)
support the training and development of TVE managers, technical teachers and other
technical personnel;
(b)
review and update TVE curricula and prepare curricula for new disciplines and other target
groups (including non-formal TVE);
(c)
introduce information and communications technology (ICT) education in all aspects of
technical and vocational education and training (TVET); and
(d)
support the identification and preparation of feasibility studies and project documents for
further projects to strengthen the development of TVET in Nigeria.
Funding for the project, estimated at 2.36 million United States dollars (US$), is to be provided in
part by the Nigerian Government (about US$2.01 million) and the remainder by the
UNESCO/Japanese Funds in Trust for capacity building of human resources.
Progress in project implementation
Since March 2001, the Project in accordance with its schedule of implementation has been able to
execute its activities as follows:
TVE staff development
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Six institutions located in the country’s six geopolitical zones have been identified as zonal centres
for staff development. The institutions are:
(a)
(b)
(c)
(d)
(e)
(f)
Yaba College of Technology
Auchi Polytechnic, Auchi
Federal Polytechnic, Nekede
Kaduna Polytechnic, Kaduna
Federal Polytechnic, Bauchi
Federal Polytechnic, Bida
-
south-west
south
south-eEast
north-west
north-east
centre-north
Each centre is to cover TVE institutions within its zone. In addition, a seventh centre was located at
the NBTE secretariat to address staff development issues at national level. Each centre now has a
three-member full-time core team of trainers, one ICT trainer, an ICT assistant, a secretary who
doubles as a clerk and messenger/cleaner, while an accountant, auditor and other trainers work
part-time. The centres were provided with a set of basic office equipment to enable them to
commence implementation of training activities.
Staff development activities at the seven centres
By December 2003, the Centres had organized and successfully conducted about 134
workshops/courses, training over 2,206 TVE staff. This remarkable figure represents about 30 per
cent of all the targeted technical staff in TVE institutions.
Curriculum development
Three curriculum development workshops were successfully organized. The first two were held in
Lagos between 26 June and 4 July 2001 and the third in Kaduna between 6-10 August 2001.
Approximately 189 national and seven international experts took part in the review of 24 TVE
curricula disciplines at the national/higher national diploma (ND/HND) levels for polytechnics and
the national/advanced national technical certificate (NTC/ANTC) levels for technical colleges.
Hard and electronic copies of the new curricula were made available to the Federal Ministry of
Education, UNESCO, zonal SDCs and all other interested institutions. UNESCO Paris has also
produced the reviewed curricula on CD and made it available to all stakeholders.
Procurement of reference books
To help textbook writers and the SDCs, reference TVE books were procured by UNESCO using the
available budgeted funds. About 300 titles have been supplied to each centre.
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Participation in Training Activities
400
377
350
2002
2003
300
No. Participants
262
250
209
184
183
200
159
132
150
132
116
118
83
100
57
50
70
22
0
North West
Zone- Kaduna
North East
Zone- Bauchi
North Central
Zone- Bida
South South
Zone- Auchi
South East
Zone- Nekede
South West
Zone- Yaba,
Lagos
Staff Development Centre
Proposed future activities
The main thrust of future activities as envisaged in the project objectives would be to further
develop the staff development centres and assist them in providing qualitative training. The project
intends to maintain the momentum generated to date in the implementation of the planned
activities by articulating an appropriate management scheme for the centres.
Preparation of textbook manuscripts
The shortage of technical textbooks for technical college and polytechnic students is a very serious
obstacle to the effective performance of TVE institutions in Nigeria. Based on the new curricula,
new textbooks will be prepared, printed and made available to all TVE institutions.
Globalization and TVET
We noted above that what makes any nation developed or under-developed is its level of
technology. In Nigeria, low level capacity means the nation is not getting the most from its existing
resources and so its products cannot compete favorably in the international market, where fierce
competition exists for prices. For Nigeria to be placed on a sustained, poverty-reducing growth
path, there is need for a long term development plan based on better economic policies and more
investment in human capital, infrastructure and institutions – all of which must be better governed.
A change of policy by the government will not necessarily bring about any technological change
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unless there exists local capacity to respond to the signals given. How can TVET influence this?
The following points should be considered:
In order to meet up with the basic requirements for technological development, effective,
harmonized, consistent and durable technology planning policies imbued with pragmatic
implementation TVET strategies must be used as a key instrument of technological development
and eventual transformation of the nation. These policies must be developed simultaneously with
TVET strategies for the upgrading of skills required for their implementation. The national
masterplan for TVE and the blueprint for action have attempted to address this.
The formation of national and international educational alliances is one of the prime methods of
developing competent skills of world standard. The NBTE is actively engaged in this with
UNESCO and other stakeholders in Nigeria such as ITF, ETF, NECA, NACCIMA and
professional bodies. Most of the issues in TVET are not backed up by well synthesized data. The
NBTE is engaged in continuous analysis and synthesis of properly gathered data. Of course,
policies backed by faulty data are bound to fail. Reliable data is a must for any planning process.
In order to enhance the effective acquisition of skills by students, government should enforce the
policy on compulsory acceptance of industrial training students by all companies in with failure to
do so resulting in appropriate actions being taken against defaulters. The NBTE is consulting
stakeholders on this.
Lifelong learning
The draft national policy on education (2003:7) notes that lifelong education should be the basis of
the nation’s educational policy. It also states that at any stage of the educational process after junior
secondary education, an individual should be able to choose between continuing full-time studies,
combining work with study or embarking on full-time study. With the concept of lifelong learning,
a worker is not obliged to leave his or her job in order to pursue further studies. Several
polytechnics, particularly those in the urban areas, now have part-time options in many
programmes.
An important issue is how to implement processes to encourage lifelong learning. This is crucial
considering employers’ demand for staff services. What programmes or policies could be
introduced to avoid disruption to the operation of the organization while the employee is
undergoing training? What policies could be introduced to encourage workers to pursue further
studies without loss of their job or risk to their career?
#
There is a problem of recognition and parity of status in formal adult education.
#
The Nigerian educational system is not dynamic and responsive enough in its present state
to the demands of industry. There is the issue of providing mechanisms to facilitate
dynamism, fluidity and labour mobility.
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#
#
#
#
#
#
Another problem is the recognition of work-based skills. Many organizations now require a
specified number of years of cognate experience as a prerequisite for entering certain
positions.
There is a need for greater coherence between and among the various education policies
developed by multilateral organizations active in the field.
The nation still lacks the policies, frameworks and structures required to advance adult
education. These include new legislation, adequate financial support, appropriate
institutional structures, effective administrative systems and conditions for effective
partnership.
The education of adults in Nigeria suffers low priority and insufficient attention in the
implementation of Education for All policies.
There is a need for gender-sensitive monitoring of policies and provision of adult education
in many countries.
There are too few opportunities for international exchange of statistics, research,
methodologies, curricula, models, frameworks and practices.
The following strategies are currently under consideration:
#
Part-time programmes, sandwich programmes, long vacation courses and weekend
programmes to be mounted for workers as well as special training programmes relevant to
the needs of specific industries.
#
The development of comprehensive systems for monitoring and maintaining standards as
well as certification and recognition of formal, non-formal and informal adult learning
which will enjoy the confidence of both employers and employees;
#
In this era of the slogan of education for self-reliance, programmes that appear to be out of
tune with current realities will be scrapped. Polytechnics will continue to offer a wide range
of skills improvement courses ranging from a few weeks to a session for different
categories of workers. Industries should be encouraged to retrain and upgrade the skills of
their workers.
#
The students’ industrial work experience scheme (SIWES) whereby students are attached
to the relevant industry to acquire on-the-job experience for the diploma award will
continue, however the two-year ND programme should be changed to a three-year one
comprising 2 years of academic work and 1 year of industrial experience. Staff will be
placed in industry to acquire work-based skills and be conversant with contemporary
developments and practices in industry. Technological development can only be achieved
if TVE institutions and industry can collaborate to ensure training and retraining of
workers.
#
Key players in education policy and/or provision will be encouraged to act together in the
formulation and implementation of TVET policies.
#
There will be equal emphasis on the delivery of learning opportunities in formal,
non-formal and informal settings. Governments at all levels will be encouraged to ensure
that adult education remains an explicit and integrated element of their lifelong learning
policies and practices.
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#
The funding of formal, informal and non-formal adult education needs to be increased in
countries that have not met their adult education commitments.
Partnerships and regional co-operation in TVET
The situation of TVET varies widely among West African member countries. Delivery systems are
diverse, combining school based provision with other non-formal training arrangements. These
diversities in provision patterns are associated with great disparities in the current state of TVE
systems. Differences in the historical, political, educational, cultural and economic context largely
account for such variation in structural operating conditions. For these reasons, regional
co-operation is encouraged among member African countries with a common cultural heritage and
facing common problems in the development and provision of technical and vocational education.
There is no doubt that we can learn a lot from each other. How can this partnership and
co-operation be effected?
i. TVET institutions will be encouraged to establish co-operation with competent partners at
regional, national and international level to ensure co-ordinated and complementary offers of
courses as well as to set up common standards of TVET and guidelines for assessment of
non-formal learning.
ii. The NBTE will facilitate and encourage the exchange of innovative experiences and best
practices between TVET institutions and their partners both at national and regional level. This
will ultimately lead to the establishment of minimum and regional standards in areas such as
the accreditation of TVET programmes and certification.
iii. All possibilities offered by mobility schemes for co-operation such as inter-institutional
agreements, UNESCO programmes and regional co-operation exchange schemes will be used
and extended to TVET arrangements. Teachers and other professional staff will be encouraged
to continue their training and education through exchange programmes within the region. This
is because challenges are the same.
iv. Education networks will be invited to develop and disseminate information on the countries in
the region’s TVET policy.
v. The NBTE will encourage the development of a regional database where information on issues
such as curriculum development, accredited programmes, non-formal education and data on
experts can be easily accessed.
TVET and informal economies
Informal economies here cover small-scale economic operations that are not registered as
businesses. Examples of these include: roadside motor mechanics, roadside welders, shoemakers,
tailors, refrigerators and air-conditioner repairers. The bulk of employment outside the civil service
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falls into this category of informal economy. It is also the sector where the majority of our poor
people work. It is common knowledge that the bulk of TVET opportunities prepare people for
employment in the formal sector. The question is: How can TVET in Nigeria better support people
for work in the informal sector? The following suggestions are currently being studied by the
NBTE:
i. TVET should include organized training programmes and schedules for the informal economy.
Training programmes should be developed to meet their needs; Programmes should be in
modules, flexible and as near to them as possible.
ii. The need to channel funds and programmes for poverty alleviation should be channelled
through agencies responsible for TVET in a collaborative manner such as the NBTE, ITF, NDE
and NAPEP.
iii. A more credible certification system for apprenticeship should be developed. The current
Labour Trade Test requires re-evaluation and overhaul if it is not to lose its meaning,
significance, worth and importance.
iv. State governments should be encouraged to use vocational schools as TVET outreach centres
for the informal economy.
v. Technical colleges should be encouraged to run advanced courses in order to provide skilled
trainers for the informal economy.
vi. A study to identify the needs/requirements of the informal sector should be carried out so as to
discover information for programme development.
Staffing in the TVET Sector in Nigeria
Staffing is a key element in any system of technical and vocational education. In Nigeria it is
particularly vital for TVET in sub-professional levels where skilled manpower is in high demand.
TVET sector staff are generally divided into the following categories:
Teaching staff: lecturers, instructors/technologists
Non-teaching staff: technicians, laboratory attendants and administrative staff.
This classification is applicable for both polytechnics and technical colleges although the
nomenclature may change slightly. In both cases, however, certain qualifications and levels of
training will determine the placement and level of institution in which a staff member is employed
to teach or work. Generally the teaching staff determine adequacy and quality in the delivery of the
programme. Instructional goals and objectives are achieved only to the level of the competence and
vision of the teacher. If vocational education is to fulfil the requirements for these occupational
areas, then well-qualified and properly trained teachers are crucial.
Considering that teaching staff in the TVE sector have, in most cases, lost touch with state of the
art training and pedagogical skills and that the TVE sector, like other education sectors, suffers
from poor management of human and material resources, it was found necessary to make provision
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under the Nigeria-UNESCO project for a continuing training scheme for teachers to be
simultaneously conducted by SDCs located in each of the country’s six geopolitical zones.
Teaching staff in the polytechnics are designated lecturers or instructors. Lecturers hold at least a
good bachelors degree or full professional qualifications in their discipline. Instructors hold the
HND, ANTC or equivalent qualifications. While lecturers teach the theoretical and analytical
components of the courses, instructors concentrate on relevant workshop and/or laboratory
practicals.
A study of the various qualifications of teachers in selected polytechnics in the academic year
1986/1987 showed that the number of staff with higher degrees or the equivalent was relatively
small at only 449 or 30 per cent.
The staff students ratio (SSR) situation is mixed grill. The NBTE standard ranges from 20-30 for
technology and business programmes respectively. In 1999/2000, the staff/student ratio for
polytechnics ranged from a low ratio of 1:2 at Husaini Adamu Polytechnic Jigawa State and to a
much higher ratio of 1:124 at Auchi Polytechnic.
Students on a part-time basis are not accounted for in the statistics and they could represent a
significant proportion of students recorded as being full time. Some programmes, such as those in
printing, catering and hotel management, tourism and leather technology require more qualified
teachers. These areas require staff trained at a higher level. The inability of Nigerian universities to
offer higher level training in such areas has led to calls to allow some polytechnics to run degree
programmes in relevant areas.
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One of the issues threatening industrial harmony in the polytechnic system is the nonimplementation of agreements reached between the federal government and staff unions in the
sector. One aspect of the agreement with the unions was harmonization of the salary structure from
senior lecturer to chief lecturer. The agreement requires adjustment of placement of senior lecturers
to HATISS 13, principal lecturers to HATISS 14 and chief lecturers to HATISS 15, subject to
fulfilment of certain conditions. Similarly, the issue of degree-awarding status for some older
polytechnics remains unresolved. These are still awaiting action by government. The absence of
HATISS 15 in the polytechnic sector is not only unfair but has caused a lot of damage to the sector.
Experienced and highly qualified staff are not attracted to the system.
Strategies
1. Improve conditions of service for vocational teachers. These should include remuneration
(salaries and allowances) and career advancement (progression) training (both industrial
and pedagogical).
2. Properly equip polytechnics and technical colleges in order to improve the
teaching/learning situation for teachers.
3. Strengthen the inspectorate services of the Ministries in order to enable them to properly
perform their periodic inspections of schools.
4. The polytechnic sector should run technology degree programmes. There is no conflict with
the universities’ mandate if polytechnics are given this role. Indeed, this situation already
exists in many countries, a fact which has greatly changed the fate of TVET for the better.
Such a role will create avenues for the training of required staff for the sector. The
universities as presently designed cannot provide the training needs for teachers of technical
education.
5. Staff should from time to time be detached to industry for training in order to acquaint
themselves with changes in industry.
6. Staff should undergo a refresher course at least once every 2 years.
7. All staff should have professional registration.
8. Instructor cadres should be phased out. All lecturers should teach both theory and practice.
9. Polytechnics and technical colleges should be better funded.
Status of TVET in guidance and partnership
Guidance can be defined as tailored information aimed at providing direction for people to make
conscious and positive choices in life and for life. For our purpose, it is to make individuals:
1. become aware of their interests, abilities and special talents and help them plan for life;
2. pursue courses of education and training in order to realize their potential and fulfill their
life plans:
3. acquire flexibility in decision-making in their occupations in the initial and later stages of
their careers; and
4. facilitate transitions back and forth as desired between education, training and the world of
work.
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Provision of guidance and counselling in TVET is at best very sketchy. How can the situation be
improved? We must accept that guidance and counselling must form part of the learning process.
Guidance in technical and vocational education should provide information on occupations,
encourage students to make choices, adapt, follow up strategies and arrange periods of work
experience in industry. In order to improve the situation, we must therefore implement the
following, some of which are UNESCO-ILO recommendations.
1. Create career guidance and counselling centres in our technical schools and polytechnics.
2. Guidance and counselling should take into account the needs of industry, the individual and
the possibility of frequent career changes in employment.
3. Guidance should be accompanied by information that gives a realistic view of the
opportunities available in the labour market.
4. Guidance should be gender inclusive and cover the whole range of educational training and
employment opportunities.
5. Guidance should promote technical and vocational education as a viable and attractive
choice for young people. It should cover a broad range of occupations and assist students in
making a positive choice of career.
As regards partnership in TVET, the present situation calls for more collaboration. Recently the
NBTE, ITF, ETF and the Federal Ministry of Industries have instituted periodic meetings in order
to find solutions to the problems of TVET in Nigeria. This co-operation will be extended to other
ministries and agencies such as:
1. Ministry of Labour and Productivity (MLP)
2. Nigerian Employers Consultative Association (NECA)
3. Manufacturers Association of Nigeria (MAN)
4. National Association of Chamber of Commerce, Industry and Agriculture
5. Small and Medium Enterprises (SMEs)
6. National Manpower Board (NMB)
It is believed that if these agencies co-operate with each other, many problems related to poverty
alleviation will be tackled jointly and more effectively. Although TVET is a key responsibility of
the education ministry, there should be close involvement with other ministries and agencies for
stronger co-operation.
Financing TVET in Nigeria
Funding has always been the major constraint to the development of an effective TVET structure.
Although official statements continue to attach importance to technical and vocational education,
evidence points to the fact that commitments have not yet moved to action yet. Investment in
technical education in the first, second and third development plans represent 0.10 per cent, 0.36
per cent and 0.84 per cent respectively of public sector programmes.
Financing TVET is more complex than financing general education. The structure of TVET with its
diverse target groups, the substantial establishment and factor input costs, the greater scope for
market-oriented mechanisms and linkages as well as the richer prospects for developing
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income-generating activities are some of the features of financing TVET. In Nigeria the strata of a
particular TVE training level generally determines the financing options available.
Funding of institutions and their TVE programmes appear to be decreasing. Inflationary trends in
the economy have also contributed to institutions’ inability to use insufficient funds to provide
resources for good quality training. The areas most affected include:
i. replacement of obsolete and disused equipment;
ii. provision of more modern workshop and laboratory equipment for practical exposure;
iii. provision of consumables for practicals;
iv. maintenance of existing training resources;
v. training and retraining of teaching, laboratory and workshop staff;
vi. recruitment of more staff;
vii. improvement of staff remuneration and other incentives;
viii. poor state of the economy has made it difficult to locate industries for placement of both
staff and Financing share
Currently, government carries the full burden of providing TVET in formal public TVE institutions
while private entrepreneurs provide funds to operate private TVET schools. Table 7 shows federal
government grants to federal polytechnics and the NBTE.
Table 7: Federal polytechnics and NBTE grants
Recurrent grant in billions (N billion)
Year
2002
Recommended
21.56
Capital grant in billions (N billion)
Approved
9.672
Disbursed
9.672
Recommended
1.50
Approved
1.50
Disbursed
0
2001
9.43
7.449
7.448
1.70
1.70
1.53
2000
10.00
8.049
7.27
2.30
0.85
0.54
1999
6.40
4.45
4.45
0.90
0.51
0.21
Education tax fund (EFT)
This fund, which came into being in 1993, has over the last couple of years become a major source
for financing capital projects in polytechnics. Funding from the ETF is however not limited to TVE.
To sustain academic work in the institutions, many of these latter and particularly state institutions
have resorted to charging high tuition and other fees. This has often led institutions to admit more
students than existing resources could provide for, thereby greatly reducing the quality of TVE
offered.
A more lasting solution to poor funding of TVE in Nigeria could perhaps be to empower
institutions to become as self-sustaining as possible. It is also necessary that a certain percentage of
the ETF fund be set aside for TVE.
The funding allocated to TVET is not nearly sufficient for the task. How can the financial resources
allocated to TVET be increased by the stakeholders?
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In summary, it can be said that financing TVET in Nigeria is characterized by:
$
full government funding for public TVET institutions;
$
full private financing of TVET in the non-formal and informal sectors;
$
private financing of the few private formal TVET institutions;
$
A substantial proportion of funds provided to public TVET institutions are expended on
staff wages;
$
financial inadequacy in government funding of public TVET institutions;
$
Opportunities for funding diversification have not been developed and used by TVET
institutions.
Strategies for appropriate funding
A number of options are available in Nigeria that can ensure that TVET institutions maximize their
funds generation capacities in addition to grants from government, donor agencies or other
stakeholders. Some of these options are examined below:
$
Strengthening co-operation between TVET and enterprise;
$
Accessing the abundant donor funds locally and internationally;
$
Accessing funds from government agencies such as the ETF, PTDF and ITF;
$
Embarking on policy reform opportunities such as right-sizing through centralized approval
of staffing requirement or a programme funding approch;
$
Incentive related funding whereby funding is tied to achievements of specific targets linked
to the government’s socio-economic or developmental objectives.
$
Cost sharing with beneficiaries.
$
Development of an appropriate institutional framework to generate and sustain a high level
of internally generated revenue.
$
Management of institutional funds use by introducing stricter financial control to ensure
value for money in expenditure.
Like most developing countries, TVET institutions in Nigeria experience substantial funding
constraints. While private TVET instutions are able to fend for themselves on account of their small
size, commercial operations platform and prudent financial management, public TVET institutions
in Nigeria do not have this orientation and therefore suffer from the negative variations in
government grant provision to the sector. Policy reform must be introduced into the sector to open,
diversify, deregulate and focus operations towards outcome-based pedagogical pursuits.
Conclusion
It is pertinent to observe that the evolution of the Nigerian TVE system has been closely modelled
on international treaties and conventions and in particular the 1989 UNESCO Conventions on
Technical Education and earlier Agreements. It is therefore not surprising that almost all
stipulations of the 2001 UNESCO-ILO Recommendations are actually enshrined in the NPE and
NBTE’s supervisory schemes. However, as noted earlier implementation has always been limited
due to funding constraints and lack of policy sustainability.
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This report has endeavoured to give a brief account of the TVET sector in Nigeria, tracing its
origins, evolution over the years and current structure and functions. It has raised many issues
necessary for its refocusing and also proffered strategies for tackling them. Indeed this sector, like
its counterparts in other areas of the world, suffers from low public recognition, poor funding and
acute deficiencies in facilities and personnel.
Desirable characteristics of the TVE system
For an effective technical and vocational system the following characteristics may be identified as
desirable:
Adequate and stable long-term funding
The TVE system can thrive only where funding levels are adequate, stable and secure in the long
term. Government has a crucial role in providing this stability.
Flexibility
The TVE system and indeed the higher education system as a whole must be flexible if it is to be
effective. It must be able to adapt quickly to changing enrolment levels as occasioned by the rise and
fall of different fields of study as well as to changes in the mix of skills required by the labour
market.
Competition
Institutions should articulate clear standards and challenges that are consistent with the needs of
society and the labour force, particularly in a global economy. Mediocre institutions, for example, do
not suddenly become great institutions by merely announcing world-class standards: This is
achieved through a realistic approach which concentrates on promoting achievable improvements. It
is also desirable to instil a culture of accountability that allows improvements to be continually
monitored and rewarded.
Immunity from political manipulation
Institutions can only be effective if they are insulated from undue political influence of governments
or short-term political developments in educational matters. Excluding such influences enhances
meritocratic decision-making, which is a hallmark of an effective education system.
Well-defined links to other sectors
The TVE system does not and cannot live in isolation: Linkages with the secondary education
system for example will ensure students’ adequate preparation. Regional linkages will also bring
benefits. The system must work together and comfortably with industry and government agencies
responsible for policy and finance.
Supportive legal and regulatory framework
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Institutions thrive and flourish in a regulatory environment that encourages innovation and
achievement and where initiative is not stifled by unnecessary legal constraints and centralized
decision making.
System-wide resources
Tools for improving our institutions work best when developed centrally and shared widely. Such
tools include management information systems (MIS), curricula, standardized accounting systems,
libraries and computing centres – the so-called ‘learning commons’. Although this sector is limited
to the award of national certificates and diplomas, it has a very stable evaluation system designed to
ensure quality assurance by means of periodic programme accreditation.
As the system tries to reposition itself to meet the challenges of the twenty-first century, the era of
learning and information, operators attempt intervention and reforms in diverse areas including
institutionalization of continuous staff development, curriculum reviews to integrate computer
appreciation and ICT and review of the quality assurance system to encourage institutional
self-evaluation. Other areas deemed to be deserving of attention include the introduction of a
national qualifications framework incorporating competency and workplace assessment,
co-operative education, the networking of TVET institutions for exchange of data and information
and review of public service conditions to enhance the social status of TVET personnel.
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TECHNICAL AND VOCATIONAL EDUCATION IN BURKINA FASO
Presented by
MALICK D. TRAORE
General Director of Technical and Vocational Secondary Education
Ministry of Secondary Education, Higher Education and Scientific Research
Ouagadougou, Burkina-Faso
&
FREDERIC KABORE
Economist, National Board for Employment and Vocational Training
Ministry of Works, Employment and Youth
Ouagadougou, Burkina-Faso
Introduction
The Board for Technical Education was disbanded during the 1996 fiscal year but re-established in
2003. Presently, technical and vocational education and training in Burkina Faso is facing problems
similar to those in other countries in the sub-region. There is chronic under-development in the
sub-sector. As of 1996, the student enrolment rate in TVET represented 7-8 per cent that of general
education, that is to say approximately 8,500 pupils. There were only five national technical schools
and a dozen private technical schools.
This situation has arisen due to the reduced concern accorded to this sub-sector under the pretext
that the cost of implementing TVET was very high. This is confirmed by the low budgetary
allocation to TVET. In reality, no true policy framework to guide development of TVET was
implemented.
The revival of TVET
In September 1994, a state of emergency on education was declared. A ten-year educational
development masterplan (1996–2006) was created. This plan recognized the importance of TVET,
which was given prominence. In 1996 the national assembly adopted several laws on education and
the TVET Board was created. In 1998 that Board became national in outlook, thereby taking on
additional prominence and relevance.
Mission, vision and objectives
The mission
The education policy plan revised at 1999 assigned to the TVET Board the mission of:
i. training human resources for sustainable human development;
ii. lifelong training as well as formal and continuous training for a large number of relevant
disciplines in order to adequately eradicate poverty.
The vision
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i. increase enrolment in TVET in order to reduce the gap with general education (from 8 per cent
in 1998 to 10 per cent in 2006 and 15 per cent in 2010);
ii. improve the quality of technical and vocational training for currency and relevance;
iii. introduce schemes for the training, retraining, skilling and upskilling of personnel in the
sub-sector (teachers, trainers, personnel – administrative and management.)
The objectives
The mission listed above presented an elaborate scientific plan for TVET development called
Strategic development plan for TVET (2001 – 2010). The main objective is to increase the
enrolment rate in TVET institutions from 16 per cent in 2001 to 60 per cent in 2010. Other
objectives of the plan include, among other points:
i.
ii.
iii.
iv.
v.
promotion of private participation in TVET;
improvement of the enrolment rate of girls in school;
promotion of the importance of continuous training;
rendering TVET relevant to the environment;
institutionalization of training programmes (industrial training, IT) for vocational training
(CAP, BEP, professional baccalaureate); and
vi. evaluation of the performance of those who have left TVET institutions.
Training structures and schools map
Structures
TVET is regulated by the Ministry of Secondary and Higher education and Scientific Research and
takes place in secondary schools and technical and vocational colleges. The programmes are:
i. short term programmes (Vocational Aptitude Certificate : CAP);
ii. medium term programmes (Vocational Education Certificate: BEP);
iii. long term programmes (Vocational/Technical baccalaureate/diploma: BTN, BT, bac pro.)
School map
The cities of Ouagadougou and Bodo Dioulasso have the highest concentration of technical schools,
many of which are private (Ouaga- = 48, Bobo - = 16).
The government is interested on decentralizing this concentration at Ouagadougou by creating
three regional vocational colleges respectively at Bobo (west, south-west), Ouahigouya (north) and
Fada N’Gourma (east–centre–east, centre–north).
The implementation of TVET has yielded the followings results:
- 1996 – 1997: 17 TVET institutions – five national schools and 12 private technical schools,
with 8,000 students;
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-
2002 – 2003: 82 schools – 10 national schools with 23,000 students, two technical colleges
at Ouaga and three new vocational colleges;
52 per cent enrolment of girls; and
80 per cent of programmes in form of referential are stressed.
The programmes are as follows:
- automobile mechanics;
- general mechanics;
- electrical, electronics, electro-mechanical;
- industrial maintenance;
- building, electricity installation;
- topography – operator geometre;
- food technology;
- agriculture – animal science;
- tailoring, tapestry, embroidery;
- metallic construction;
- bicyclist – motor-cyclist (2 wheels);
- health and family career;
- social and family economy;
- accounting, administration (commercial);
- office machines studies, commerce, administration and secretarial (CAS);
- Marketing, purchasing and supply (TVC);
- secretariat; and
- computer and office machines maintenance.
The certificates obtained are:
CAP, BEP, BT, BAC E, F1, F2, F3, G1, G2 and BAC-Pro.
National policy and the recommendations of the First and Second UNESCO Congresses
Considering the poor financial position of Burkina Faso and that it is an enclosed and debtor country,
one can assume that it has implemented major aspects of the UNESCO recommendations:
1. TVET for lifelong learning
The need for continuous training has been recognized as a means of improving the well-being of all
strata of society. To this end, a Board has been created.
2. Making TVET relevant to its own environment:
Schools receive professionals in their management committees and send students for training in
industry. Teachers are also retrained in the industry.
3. Girls’ training
- During competitive examinations for recruitment into TVET training institutions, 55 per cent of
admissions are reserved for girls.
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The national commission for girls’ education at secondary and higher level carries out
performance evaluation of graduates.
4. Introduction of technical education in general education
In implementing the plan for post primary education, the ministry has introduced study curricula for
teaching of technical courses in general education and modular education in TVET for workers.
5. Different courses of training and ICTs:
In order to increase the student population, the government is seeking for funds to create 10
provincial TVET institutions, five regional agricultural colleges and the rehabilitation of five old
colleges. Three years ago, the ministry reactivated the programme of introducing computer science
in schools through the programme ‘world links’. The programme also trains teachers on the use of
ICTs as pedagogical tool.
The government has also directed that no TVET institution should be built without provision of
adequate computer facilities.
6.
Improvement of qualitative training
The institutionalization of an elaborate framework for the recognition and certification of
competencies gained during work is necessary. There is also the issue of financing such
endeavours.
The state of vocational training in Burkina Faso
A national board for employment and vocational training in charge of organizing and regulating
continuous vocational training and apprenticeship has been created under the Ministry of Works,
Employment and Youth.
1. Vocational training structure
Many private and national institutions are involved in vocational training in Burkina Faso.
These include:
- Centre for assessment and vocational training of the Ministry of Work, Employment and Youth;
- vocational training schools run by other ministerial departments;
- private vocational training centres managed by private organizations;
- apprenticeship workshops.
2.
Vocational training under bilateral co-operation
Young people obtain vocational training abroad every year under bilateral cooperation agreements
between Burkina Faso and two Arab countries: Tunisia and Algeria.
3.
Structures for support to vocational training
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Many programmes and projects intervene directly or indirectly in both the field of general
vocational training and vocational apprenticeship training, particularly for the benefit of craftsmen.
Vocational training by apprenticeship combines theoretical training (in training centres) and
practical training (in industry).
4.
Information and orientation structures for vocational training
These structures include:
- National Board for Employment Promotion: its functions include the development of a
databank for relevant information on the employment market, identification of needs and
possibilities of vocational education and training and support for automatic employment of
certain categories of employment seekers.
-
Centre for youth employment and training information dissemination: One of its missions is to
help youth on career guidance, employment creation and entrepreneurship. It receives 2,000 to
3,000 young people each year.
-
National centre for information and regulation of schools and vocational training. Its function
is to collect and broadcast information on teaching, vocational training and the employment
market.
Pitfalls in the vocational training system:
These are due to many factors:
- non-coordination of the vocational training sub-sector;
- insufficient training facilities;
- non-functional equipment at training centres;
- irrelevance of many training programmes; and
- inadequate human and financial resources.
National initiatives for the promotion of vocational training
Aware of the importance of vocational training, the Burkina Faso authorities are continuing to
develop various initiatives in order to promote TVET. The Ministry of Work and Youth
Employment, through the Strategic framework for employment promotion and vocational training,
has implemented some programmes with the following objectives:
-
establishing a relevant legal and institutional development framework for vocational training
and apprenticeship;
setting up of engineering facilities for vocational training and ‘train the trainer’ programmes;
increasing enrolment into vocational training institutions;
setting of a funding mechanism for vocational training and apprenticeship; and
establishment of a national system of co-ordination for vocational training.
Major activities
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These activities include, among others:
- providing funds for supporting vocational training and apprenticeship;
- establishing a national observatory for employment and vocational training to assist the
decision-making process in the management of employment and vocational training;
- creation of a committee to regulate vocational training and apprenticeship; and
- promotion of vocational training by dual-type apprenticeship through the project ‘vocational
training promotion’, a result of co-operation between Germany and Burkina Faso.
Perspectives in the vocational training field
In order to promote vocational training and apprenticeships in many active sectors, the following
actions are envisaged:
-
creation of a national centre of vocational engineering training, apprenticeship and training of
trainers:
vreation of a technical centre for craft;
introduction of a national system for certification of vocational training;
introduction of an operational repertory of crafts and employment; and
submission of a draft bill for orientation of employment and vocational training in order to
enforce the legislative and institutional environment, with the objective of promoting
employment and vocational training. The introduction of this law gives legal backing to the
creation of the national council for employment and vocational training, which is a consultative
organization.
Conclusion
Progress in the development of technical and vocational education and training and producing the
required skilled manpower can only be achieved with the full support of social, technical and
financial partners. More data and reference materials need to be made available to allow further
examination of the challenges faced by Burkina Faso in the area of technical and vocational
education and training.
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TECHNICAL AND VOCATIONAL EDUCATION IN MALI
Presented by
DAOUDA SIMBARA
Director of Technical and Vocational Education and Training
Ministry of National Education, Mali
The educational system in Mali
Law No. 99-046 of 26 December 1999 concerning the focus of education in Mali stipulates that:
“The purpose of the Malian education system is to train responsible citizens and builders of a
democratic society, a person for development rooted in his/her culture, open to universal
civilization and mastering the relevant knowhow and ready to integrate the knowledge and
competencies related to scientific and technical progress to modern technology.”
The goal of the education system is: To make the learner acquire competencies at each level of
education enabling him/her to enter active life or to pursue his/her studies.
To realize this goal by 2003, the following targets were set:
i. an enrolment rate of at least 75 per cent (with 70 per cent for girls);
ii. access to minimum apprenticeship of at least 50 per cent of youth drawn from schools and
illiterate children and youth aged 9 to 15;
iii. an adult literacy rate of at least 50 per cent with 40 per cent for women;
iv. the promotion of vocational education adapted to the need of the economy and an increase in
the access rate to at least 56 per cent.
The educational system consists of the following educational levels:
1. - nursery education;
- primary education;
- secondary education; and
- higher education;
and the following types of education:
- informal education;
- special education;
- formal education; and
- technical and vocational education.
There exists a collaborative committee consisting of stakeholders involved in education. Its function,
duties and responsibilities of different partners are fixed by convention.
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Apprenticeship assessment and organization of competitive examinations is the exclusive duty of
this committee. It also develops the educational structures and ensures that the relevant certificates
are obtained by a student before moving on to the next level.
Education and training financing is shared by government, the territorial authorities, communities
and individuals.
The government tries its best to ensure balance in the provision of resources for education and
training needs with priority to primary education, the educational centre for development (CED) and
technical and vocational training.
Technical education and vocational training forum: institutional framework
In Mali, technical education and vocational training is carried out in institutions supervised by many
ministerial departments (ministry of education, ministry in charge of employment and vocational
training, ministry in charge of rural development, the environment, health, transports, sports, culture,
promotion of women etc.).
It consists of:
- initial technical and vocational education;
- specialized vocational training;
- continuous vocational training; and
- training by apprenticeship.
The National Board for Technical and Vocational Education is in charge of initial technical and
vocational education in secondary schools, centres, institutes and enterprises.
The National Board for Vocational Training is in charge of training of professionals in training
centres, workshops and enterprises.
The national informal resources centre is in charge of the training of youth withdrawn from school
(aged 9 to 15) in development education centres (CED) and training of non-literate youth in
apprenticeship centres.
Pre-technical and vocational education has the mission of training qualified officers for the national
economy and science pupils prepared for higher education. It provides labourers and qualified
employees for employment market (Vocational Aptitude Certificate) and also trains medium-level
manpower for the national economy (Diploma level).
It prepares baccalaureate holders with technical and scientific skills, giving them access to higher
studies.
The national board for technical and vocational education (DVETP) was created by Law no. 93-035
of 11 June 1993. Its structures and functions were legalized by enactment no. 93 – 227/P-RM of 5
July 1993. It is in charge of technical and vocational education promotion in relation with industry.
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The main objective is the medium and long term diversification of training programmes so as to
make the programmes very relevant to the national economy.
It consist of four sections:
training regulation and development;

methods and programmes;

exams and competitive examinations; and

school population management

With the implementation of the ten-year development plan for education revitalization (PRODEC),
TVET has been restructured. Law no. 02-055/P-RM of 4 June 2002 and decrees no. 02-319/P-RM of
4 June 2002 and 335/P-RM of 6 June 2002 determine the new legislative framework and regulations.
It is in charge of:
i.
ii.
iii.
defining and creating courses of studies according to the needs of the economy;
promoting public and private technical and vocational education; and
co-ordination and regulation of academic programmes in the field of technical and
vocational education
Infrastructure
These consist of both national and private establishments approved by government:
- eleven national schools, among which one technical college, one agricultural college and 64
privates schools awarding the primary school certificate of education (DEF) or an equivalent
certificate.
- three private schools, one of which is in Bamako and two of which are in the regions, train
personnel in agriculture.
- five national schools of which two are in Bamako and three in the regions, apply modular
teaching methodology based on competence acquisition.
Courses of training and certificates
Programmes include the introduction of TVET courses in secondary and vocational secondary
schools such as those related to tertiary education, industry and agro-pastoral. There is also
restructuring in the field of technical and vocational education with nine specialized courses (seven
at certificate level and two at diploma level) introduced in the five national schools listed above.
Programmes leading to certificates provided by the ministry of national education include the
following:
i. Secondary technical education involves options in civil engineering and industry/economy
techniques leading to the technical baccalaureate.
ii. Initial vocational training from ‘short-term’ education (2 years) to medium duration education
(4 years) lead to two main certificates. These are (i) the Vocational Aptitude Certificate (CAP)
and (ii) the Technician Diploma (BT)
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Constraints
Institutional framework
Diversity of control means that there is no centralized policy control institution for technical
education and vocational training. The implementation of decentralization causes the problem of
co-ordination between the central level and decentralized structures on the one hand and between
the decentralized structures and territorial authorities which must benefit from the transfer of
competences on the other hand.
Management
The small number of national schools and low enrolment forced the government to contract training
to approved private schools. These schools receive more than two-thirds of the total number of
students. There is a disparity in the sharing of students between tertiary institutions and industry as
well as between national and private schools.
Pedagogical management
The training courses, although fairly elaborate in terms of contents and operational objectives, do
not really meet the needs of the job market. As a result, the objectives of the project are to ensure that
vocational training meets this need. The pedagogy of modular teaching based on competence
acquisition is used in five national schools and applied to seven certificate courses and two diploma
courses.
Pedagogical management remains difficult to achieve due to the insufficient number of quality
inspectors for secondary education. In technical and vocational education, there are five inspectors
for 736 trainers. Their numbers are even lower in engineering (civil engineering: 1; mechanical
engineering:2; electrical engineering:1 and tertiary:2).
Personnel management
Most of the trainers (310 out of 736) are employed on a contractual basis. There are no adequate
facilities for training technical education trainers. Most permanent trainers do not have a masters
degree.
Implementation of decentralization policy has created some problems in the recruitment process
(trainers’ quality and high regional disparity).
Perspectives
They are:
Development and implementation of a national policy for technical education and vocational
training to achieve three goals; improvement of the quality of teaching; improvement of
access; and decentralization.
The objectives are:
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For initial technical and vocational education:
- build and equip the institutes for training of technical education trainers;
- allow training schools autonomy in management;
- encourage greater collaboration between training institutions and industry;
- improve schools’ capacity;
- create and equip libraries/information or documentation centre (CDI) of technical and
vocational education schools;
- train as rapidly as possible (2003-2004) 50 per cent of trainers in ITCs; and
- recruit and train trainers for each of the new courses (food technology, marine motors/engine
mechanics, big vehicles mechanics, household machines, boats manufacturing, tapestry,
weaving, agriculture–irrigation, fish culture, hotel management, catering, dressing, tailoring
and fashion design).
For continuous vocational training:
ensure certification of apprenticeship and other types of training;
implement the policy of the programme for youth employment (PEJ);
participate with the training centres and UFAE to create bilateral co-operation between
schools and enterprises;
provide, with the assistance of professionals, the funds for vocational training and
organize its management; and
develop schemes for the supervision of those in employment and training (OEF) and
provide funds for the support of vocational training and apprenticeship (FAFPA), the
national agency for employment (ANPE), the auto renewable fund (FAR) and UFAE.
For the informal sector:
co-ordinate mobility between the informal and the formal sector of vocational training;
develop curricula adapted to the informal economy to organize the informal sector.
Reforms in vocational training ensure:
- policy regulation and reliable government control structures;
- centralized management of training;
- curricula development; and
- local implementation of training.
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