This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3572897 Available from https://docs.opendeved.net/lib/ZEDIHF57 Also see: https://docs.opendeved.net/lib/E79M555M

This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality framew...

One of the stark realities of Africa today is the crisis of youth unemployment. Every year,about 10–12 million poorly skilled young people exiting the various levels of the educationsystem enter the labour market (AfDB & OECD, 2012), where they end up in insecure andsometimes hazardous employment with no prospect of further education or training. Evengraduates of higher education institutions are not spared the frustration of seeking and notimmediately finding a job. In countries such as Zambia and Ethiopia, young graduates maytake up to five years after training before finding a job in the formal sector (ILO, 2013). InGhana, it is estimated that the economy needs to create 300 000 new jobs per year to absorbthe growing number of unemployed (Honorati & Johansson de Silva, 2016). In Tanzania,approximately 800 000 people enter the labour market each year (ILO, 2012), in contrast tothe absorptive capacity of the public sector of only 40 000.

The contributions in this publication were presented at the Vocational Education and Development Symposium. The symposium took place in Windhoek, Namibia from 23 to 25 August 2016. It was funded by the VW Foundation and directed by the Namibia University of Science and Technology

Africa’s weak supply response has been identified as the most important impediment to the continent’s increase in production. The paper addresses the important human capital supply-side aspect of Africa’s on-going structural transformation, which is a pre-condition for increasing Africa’s supply capacity. We proceed by drawing on the overview chapter of the 7th edition of the AEO Report, that focuses on technical and vocational skills development (TVSD). This is done by examining 35 countries, which together accounts for some 87 per cent of Africa’s population and 95 per cent of its economic output. The paper briefly describes the evolution of TVSD in national and international agendas. Then it discusses the delivery of TVSD in the informal sector and formal sector in Africa. We then analyse access to TVSD in Africa, which is followed by a presentation of results from lessons learned from TVSD Reforms in the 35 African countries surveyed. Challenges and bottlenecks are explored, while highlighting a few examples of good practices. Finally, we conclude by discussing a few policy implications and by identifying priorities for further research.

The sole reliance on crude oil revenue in Nigeria has opened the country to external shocks due to decline in the international crude oil price coupled with exchange rate volatility, which occurred because of excess demand for imported goods. The menace facing the country can only be solved if and only if technical expertise in the country is enhanced to diversify the economy to non-oil sector and to be able to produce locally things that are imported into the country. The education structure can give room for vocational and technical education, which is an indispensable tool in the development of skillful labor force, which is equipped with essential and practical knowledge that would enhance the development of an economy. Therefore, this study examines developing and sustaining vocational educational training in Africa as the core element to bring Nigeria out of the current economic crisis. The study employed both quantitative and qualitative research techniques in providing rich insight into the objectives of the study. Structured questionnaire and interviews were conducted to hundred industry stakeholders and educationists in identifying the core element in the development of vocational education in Africa. Using Pearson Product Moment Correlation Coefficient (PPMC) and non-parametric statistics, the study confirmed that there is significant correlation between bureaucracy and effective organization of vocational education in Africa, which has not given room for creativity and growth in the sector. Also, the study confirmed that lack of capital for trainees has a significant effect on social orientation and stereotype toward vocational education. Furthermore, government legislation has a significant effect on the perceived value of vocational education. There is also significant relationship between business mentorship and youth's passion toward vocational education. The study recommends that government is encouraged to introduce positive reward package that can promote the interest of the youths to pursue a career in technical and vocational education. Furthermore, government is also encouraged to focus on the growth and finance of vocational and technical education in Africa. Also, government should encourage students to register and to be admitted to vocational schools through legislation that can promote technical growth among the human capital in the country.

This paper describes the state of Technical and Vocational Education and Training (TVET) in Africa with Ghana as case study. It presents a detailed gap analysis relative to where Africa should be and provides suggestions for bridging the gap. It underlines the importance of political will among African leaders in ensuring that the potential of Technical and Vocational Education and Training (TVET) is fully tapped for the development of the region.