In recent years, the question of vocational versus general education has been much debated. African countries have wrestled for decades with the dilemma of whether to invest in general education or technical and vocational education and training (TVET). What are the trends and issues in TVET in Africa?

A study by the Institute of Education in London, UK, assesses data produced in 2004 by the UNESCO Institute of Statistics. It examines the trends and issues influencing TVET policies and delivery in Africa, based on the findings of case studies in Botswana, Egypt, Ghana, Senegal, Seychelles, Tunisia and Zimbabwe.

In almost all African countries, school systems still largely offer two paths. General education caters to those who are able to progress to higher academic levels, while vocational education provides for those who have limited access to general education or choose to focus on entering immediate employment.

Globally, the content and organisation of vocational education has changed in the past 20 years. It is no longer seen as a way to gain entry into jobs, but to gain vocational skills over a lifetime. However, the question of whether to invest mainly in general education or TVET has persisted in Africa for the last few decades.

Historically, policies in favour of TVET in Africa have been driven by ‘traditional’ assumptions. These assumptions include: TVET is a ‘cure’ to youth unemployment; economic progress depends on people having technological knowledge; it offers hope to less academic students; and that it will produce much-needed middle-level technicians.

The report makes several conclusions:

• The traditional assumptions about TVET have prevailed over the past twenty years and were identified as the logic behind TVET in all seven countries studied.
• There is pressure on excellent institutions that offer post-secondary level TVET to convert into institutions offering degree qualifications, allowing greater diversity in courses.
• Families do not find TVET an attractive option. It is viewed as a last resort for people who are denied access to general education.
• Some countries, such as Egypt, have a dual track system. The danger is that students may be tracked according to their perceived ability.
• Private providers of TVET have grown in number, especially for business-related skills.   

While TVET is important for development in Africa, it needs to be transformed so that what it offers reflects the reality of the labour market, linking to the informal sector as its new objective. The report makes several recommendations:

• The content of TVET programmes must become more specific to make it more useful in the informal sector.
• TVET should be disconnected from the ‘manpower programme’; its main function should no longer be as a solution to unemployment.
• General programmes should include an increased proportion of TVET content, while TVET programmes should have an increased proportion of general content.
• Highly flexible private providers should be encouraged, but must be monitored closely for quality and maintaining acceptable standards.
• TVET programmes should contain more high skills content than low skills content.
• TVET must promote the updating of skills and the gaining of higher skills to deal with technological changes.

Source(s):
‘To Vocationalise or not to Vocationalise? Perspectives on Current Trends and Issues in Technical and Vocational Education and Training (TVET) in Africa’, International Journal of Educational Development 27, pages 220-234, by Moses O. Oketch, 2007

Funded by: Institute of Education/UNESCO Institute of Statistics (UIS)

id21 Research Highlight: 25 February 2008

Further Information:
Moses O. Oketch
Department of Education & International Development
Faculty of Policy & Society
Institute of Education
University of London
20 Bedford Way
London WC1H 0AL
United Kingdom

Tel: +44 207 6126629
Fax: +44 207 6126632
Contact the contributor: m.oketch@ioe.ac.uk

Department of Education & International Development, Institute of Education, University of London

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