ALL AFRICA INTERNATIONAL VOCATIONAL

EDUCATION AND TRAINING ASSOCIATION

(IVETA) CONFERENCE

“ACHIEVING POVERTY REDUCTION THROUGH QUALITY VOCATIONAL

EDUCATION AND TRAINING IN PARTNERSHIP WITH INDUSTRY”

POLICY FRAMEWORKS: MAJOR POLICY ISSUES

IN TVET IN AFRICA

GABRIEL S KONAYUMA
SENIOR TEVET OFFICER
MINISTRY OF SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING,

ZAMBIA

LIVINGSTONE, ZAMBIA

10 – 13 AUGUST 2008
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
Policy Frameworks: Major Policy Issues in TVET in Africa
Gabriel S Konayuma,
Ministry of Science, Technology and Vocational Training, Zambia.
E-mail: gkonayuma@mstvt.gov.zm

ABSTRACT

A number of African nations have adopted Technical and Vocational Education and Training
(TVET) reforms since the 1990s. This has resulted in the formulation of TVET policies.
These policies have sought to address the socio-economic challenges faced by various
nations. One major concern of policy makers is to ensure a TVET system that is relevant and
accessible while addressing issues of quality. Policy makers are aware of the critical role that
TVET can play in national development. The increasing importance that African governments
now attach to TVET is reflected in the various Poverty Reduction Strategy Papers, National
Development Plans and Vision Papers that governments have developed and are developing.
This paper seeks to:
• Share knowledge on TVET policies in selected African nations
• Identify the major policy issues in TVET in Africa
• Assess the relevance of TVET policies in achieving poverty reduction

This paper seeks to address the major policy issues in TVET in Africa that are faced by policy
makers and practitioners. This is done by doing a study of major policy discussions in TVET
Conferences such as Bureau of the Conference of Ministers of Education of the African
Union, Commonwealth Association of Polytechnics in Africa (CAPA), IVETA, Southern
African Development Community (SADC) and UNESCO-UNEVOC Conferences. An
analysis of TVET policies in Botswana, Kenya, Malawi and Zambia is also done. Also
addressed is the current status of TVET in Africa. These include issues of gender,
harmonisation of TVET programmes and qualifications, linkage of TVET to the labour
market among many others. Also proposed is the importance of partnerships among various
stakeholders in TVET policy formulation and implementation.

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

INTRODUCTION

A number of African nations have adopted TVET reforms since the 1990s. This has resulted
in the formulation of TVET policies. These policies have sought to address the socio-
economic challenges faced by various nations. One major concern of policy makers is to
ensure a TVET system that is relevant and accessible while addressing issues of quality.
Policy makers are aware of the critical role that TVET can play in national development. The
increasing importance that African governments now attach to TVET is reflected in the
various Poverty Reduction Strategy Papers, National Development Plans and Vision Papers
that governments have developed. This paper seeks to:

• Share knowledge on TVET policies in selected African nations

• Identify the major policy issues in TVET in Africa
• Assess the relevance of TVET policies in achieving poverty reduction

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Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
The paper’s topic is “Policy Frameworks: Major Policy Issues in TVET in Africa”. This topic
is considered by looking at the following sub-headings: Introduction of the paper, definitions
of key terms, an overview of TVET in Africa, a highlight of TVET Policies in some African
nations and a discussion of major policy issues in TVET in Africa. The paper then looks at the
relevance of TVET Policies in Achieving Poverty Reduction. The paper ends with some
conclusions and recommendations.

DEFINITIONS

Technical and Vocational Education and Training

A number of definitions are normally provided for Technical and Vocational Education and
Training (TVET). This paper uses the definition by (UNESCO, 2001:1-2) where Technical
and Vocational Education and Training is defined as all forms and levels of the educational
process involving, in addition to general knowledge, the study of technologies and related
sciences and the acquisition of practical skills, know-how, attitudes and understanding
relating to occupations in the various sectors of economic and social life. This definition
highlights the importance of the acquisition of practical knowledge, skills and attitudes in any
training offered by TVET providers.

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

OVERVIEW OF TVET IN AFRICA

Before looking at major policy issues in TVET in Africa it is important to look at an overview
of TVET in Africa. TVET systems in Africa differ from nation to nation. This is due to the
different socio-economic conditions of the nations. In addition TVET is delivered at different
levels in different type of institutions. These are Technical Vocational Schools, Polytechnics,
Enterprises and Apprenticeship Training Centres. This is to enable trainees from various
backgrounds to access training suitable to their needs. It has been stated that the socio-
economic environment and the contextual framework in which TVET delivery systems
currently operate in Africa is characterized, in general, by:

• Uncoordinated, unregulated and fragmented delivery systems

TVET provision spread over different ministries e.g. In Zambia the key ministries are
Ministry of Science, Technology and Vocational Training (MSTVT), Ministry of
Education (MOE), Ministry of Sport, Youth and Child Development (MSYCD).

• Low quality

In general, the quality of training is low with undue emphasis on theory and certification
rather than on skills acquisition and proficiency testing;

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Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
• Shrinking or stagnant wage employment opportunities especially in the industrial
sector

In many African countries, with the notable exception of Mauritius and South Africa,
about 85% of the workforce is in the informal, non-wage employment sector. This labour
force distribution pattern needs to be kept in mind when developing national TVET
policies and strategies.

• Geographical, gender and economic inequities

The good TVET institutions are located in the big towns and cities. In Zambia this is true
with the leading TVET institutions found in the Copperbelt, Lusaka and Southern
provinces which are along the line of rail.

• Poor public perception

TVET in Africa is considered as a career path for the less academically endowed. In
addition, entry requirements in TVET institutions are normally lower than that of
academic institutions.

• Inadequate financing, poor management and ill-adapted organisational

structures

The diverse TVET management structures and the sharing of supervisory responsibilities
by various government bodies and ministries account for some of the inefficiencies in the
system like duplication and segmentation of training and the absence of common platform
for developing coherent policies and joint initiatives.

• Weak monitoring and evaluation

Current training programmes in many African nations are supply driven. TVET
programmes are very often not designed to meet observed or projected labour market
demands. (African Union, 2007:22-25).

However, some promising practices in the provision of TVET have emerged and are
emerging. The next section considers some of these.

Promising Best Practices

There are some promising best practices in TVET in Africa. Some of these innovative best
practices are:
a. Ghana: Council for Technical and Vocational Education and Training (COTVET)
which oversees all TVET activities.

b. Kenya: Kenyan NGO SITE (Strengthening Informal Training and Enterprise) –

Improved traditional apprenticeship training using master craftsperson's.

c. South Africa: National Qualifications Framework (NQF) – mechanism for

awarding qualifications based on achievement of specified learning outcomes.

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Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
TVET POLICIES IN SOME AFRICAN NATIONS

In this section a few policies from selected African nations are highlighted. These are located
in Eastern and Southern Africa.

a. Botswana - National Policy on Vocational Education and Training (1997): The major
issues in this policy are: Skills Level training, Life-long training, Public & Private
Institutional training, Employer-Based Training.

b. Kenya - Sessional Paper No. 1 of 2005 on Education, Training and Research: This is
an all inclusive structure of education and training from the primary school cycle to
higher levels.

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

(1998): The policy emphasizes an integrated, demand driven, sustainable, independent
and autonomous TEVET system.

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

(1996). The policy stresses the importance of entrepreneurship training to enhance
self-employment and employment creation in the informal and informal sectors. The
policy also outlines the role of different stakeholders in providing training in the
TVET sector.

The above four TVET policy documents have similar statements on the players in TVET
provision i.e. both private and public. The policies also discuss the modalities of financing
TVET and address issues of quality, access and equity.

MAJOR POLICY ISSUES IN TVET IN AFRICA

TVET in Africa addresses a number of policy issues. However, the major issues that have
been identified recently include:
• Poor perception of TVET
• Gender stereotyping
• Linkage between vocational and general education
• Linkage of TVET to the labour market
• Traditional skills, business management and entrepreneurship training
• Harmonisation of TVET programmes and qualifications (African Union, 2007:34-
35).

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

(a) Poor perception of TVET

In many nations students in the vocational education sector face great challenges in
proceeding to higher education. There is need to make TVET less dead-end by
harmonising the vocational and general education systems.

(b) Gender stereotyping

There is need to encourage females using appropriate methods to take up male dominated
training programmes like Carpentry, Bricklaying and Plastering and Engineering. Males

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Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
likewise should be encouraged to take up female dominated training programmes like
Dressmaking, Hairdressing and Food and Nutrition.

(c) Linkage between vocational and general education

The two training forms have parallel systems with separate institutions, programmes and
trainers. There is need to create articulation pathways between vocational and general
education. Some nations have begun to address this by setting up TVET and National
Qualifications Frameworks. There is need for more African nations to follow on this path.

(d) Linkage of TVET to the labour market

Vocational training must have an aim of employment whether in the informal or formal
sector. TVET programmes therefore have to be linked to the job market. This can enhance
the relevance of TVET in society and lead to socio-economic development.

(e) Traditional skills, business management and entrepreneurial training

There is need for TVET programmes to help traditional skills in the area of crafts and
artifacts manufacture. In Zambia some efforts have been made in this regard in the areas
of basket making and crafts in the tourist industry. There is need for strong policy
measures to support such efforts. TVET training must have business management and
entrepreneurship skills to equip graduates with skills for self-employment.

(f) Harmonisation of TVET programmes and qualifications

As Africa seeks greater social and economic integration, the harmonisation of TVET
programmes and qualifications becomes very important. There is need for readability and
permeability of training qualifications across national boundaries. In Southern Africa,
nations under the Southern Africa Development Community (SADC) are working towards
developing a Regional Qualifications Framework. This is being preceded by the
development of a National Qualifications Frameworks.

The above discussion has highlighted some of the major policy issues in TVET in Africa.
Conferences on TVET have also highlighted these policy issues. For instance, the CAPA
Conference of December 2006 had a theme of “Reforming and Reorienting TVET for
Sustainable Development”. Topics such as Challenges of Shrinking Formal Sector in Africa
and the need to strengthen entrepreneurship training were addressed. This shows how
entrepreneurial training continues to be viewed as important in TVET. The CAPA Conference
of December 2007 had a theme of “TVET and Globalisation” at which topics such as the
Implications of Globalisation on TVET Curriculum design were discussed. Globalisation has
been described as a system of economic forces of change that are driving the future. Indeed,
no country can afford to ignore the effects of globalisation or the increasing integration and
inter-dependence of national economies. Globalisation is driven by the ease of information
exchange, capital flow, and the migration of people, labour, goods and services across
national boundaries. One of the main challenges of globalisation for TVET in Africa is the
tension it has created between developing skills for poverty eradication and skills for global
economic competitiveness (CAPA, 2007:1). This shows how TVET has to be relevant not
only to local needs but emerging global needs thus ensuring portability of skills from one
region of Africa to another and the rest of the world.

Having discussed the major policy issues in TVET in Africa, the next section discusses the
relevance of TVET policies in achieving poverty reduction.

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Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
THE RELEVANCE OF TVET POLCIES IN ACHIEVING POVERTY REDUCTION

Policy direction by African governments is very key in achieving poverty reduction. This is
because policy directs governments and other institutions to where resources can be
channeled. Having looked at the policy documents from Botswana, Kenya, Malawi and
Zambia, it has been noted how emphasis has been made on ensuring that TVET provision is
of high quality, accessible and equitable. However, challenges do exist in ensuring that TVET
policies lead to the achievement of poverty reduction. Some of the challenges are: inadequate
resources (both material and human), lack of political will, demand from other sectors and
lack of consensus on the role of TVET.

(a) Inadequate resources

The TVET sector requires massive input in terms of resources (financial, material and
human). In a number of African nations, this is a challenge due to competing demand from
other sectors. Although TVET policies may have well thought statements on what needs to be
done in order to produce skills for national development, the lack of adequate resources has a
negative impact on the implementation of the policies. This means that the TVET policies do
not lead to poverty reduction as intended.

(b) Lack of Political Will

Political will has a lot to do on the success of TVET policies. Where political will is absent, it
becomes difficult to mobilize adequate resources in order to implement the policies. Political
will gives a sense of ownership to the implementation of policies by policy makers.

(c) Demand from other Sectors

A number of African nations have to grapple with allocating adequate resources to TVET
alongside other competing sectors. Many nations are striving to achieve the millennium
development goals by the year 2015 where health and education are key sectors to be
addressed. While TVET is normally regarded as a sector under education, it normally would
not receive adequate funding as basic education is considered a higher priority.

(d) Lack of consensus on the role of TVET

Earlier, the paper discussed the poor public perception that TVET has. Where this public
perception exists among policy makers, it becomes difficult to have consensus on the role of
TVET in national development. Consensus on the important role that TVET plays in national
development is very important.

Having looked at some of the challenges that are faced in TVET policy implementation in
African nations, it can be noted that generally TVET policies have been useful in achieving
poverty reduction in Africa. TVET graduates have been employed and become involved in
employment and wealth creation. However, a lot still needs to b done, to ensure that TVET
policies are implemented as intended thus leading to poverty reduction or better still wealth
creation. This calls for a lot of collaboration among policy makers in TVET.

________________________________________________________________________________________________ 7
Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
CONCLUSIONS

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

Firstly, the harmonisation of general and vocational education remains a key issue in TVET
which needs to be addressed. Associated with this is the need to vocationalise the general
education system and avoid “academising” the vocational education system.

Secondly, the harominsation of TVET programmes is also becoming a key issue in TVET. A
number of African nations are seeing the importance of harmonising qualifications within the
TVET system and outside the system. This harmonisation is at national and regional level.

Thirdly, there is growing awareness on the role of entrepreneurship training to promote self-
employment and wealth creation in the midst of shrinking formal sector employment in most
African nations.

Fourthly, the linkage of TVET to the labour market has been a key issue among a number of
policy makers in Africa. This is in a quest to ensure relevance of TVET to the socio-economic
needs of developing nations of Africa.

Fifthly, African nations have shown great commitment on the role of TVET in national
development. This is seen in the many TVET policies that have been formulated, conferences
on TVET by the African Union, CAPA, IVETA, SADC and UNESCO. The development of
regional protocols e.g. by SADC on education and training and the Strategy to revitalize
TVET in Africa is further evidence on the importance that policy makers have attached to
TVET.

RECOMMENDATIONS

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

(a) Networking and Benchmarking: There is need for African nations to improve in
their networking and benchmark against each other’s best practices in TVET
provision. This should be done at a bilateral level through Joint Permanent
Commission’s and through regional groupings. There is need to improve on the
sharing of information on TVET policies and strategies among African nations
through face to face meetings and through use of Information and Communication
Technologies.

(b) Greater support for TVET by Policy Makers: Policy makers need to give
greater support to TVET by allocating more resources and increasing promotional
activities on TVET. This will increase the public perception of TVET and make it
the training of choice among many youths, women, disadvantaged groups and
employees. Policy makers should do this conscious

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

regional integration. This will ensure that African nations will benefit from each
other’s strengths in the fields of education especially TVET.

________________________________________________________________________________________________ 8
Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
CONCLUSION

The paper has looked at an overview of TVET in Africa and highlighted major policy issues
in TVET in Africa. The paper then discussed how these policy issues have helped in
achieving poverty reduction in Africa. Recommendations were made to ensure that major
policy issues in TVET in Africa leads to poverty reduction. The recommendations were the
need for benchmarking and networking in Africa, policy makers giving greater support to
TVET and strengthening of regional integration. In conclusion, I end by quoting from
UNESCO: “Since education is considered the key to effective development strategies, TVET
must be the master key that can alleviate poverty, promote peace, conserve the environment,
improve the quality of life for all and help achieve sustainable development” (UNESCO,
2004).

________________________________________________________________________________________________ 9
Gabriel S Konayuma, Zambia [Policy Frameworks: Major Policy Issues in TVET in Africa]
All Africa IVETA Conference 2008: Achieving Poverty Reduction through Quality Vocational Education and Training
through Partnership with Industry. Livingstone, 10-13 August 2008.
__________________________________________________________________________________________
REFERENCES

African Union, 2007 Strategy to Revitalise Technical and Vocational Education and Training
in Africa. Addis Ababa: African Union.

CAPA, 2007 Invitation Letter for International Conference on “Globalisation and TVET in
Africa: Challenges and Opportunities”: 3rd-7th December, 2007. Nairobi: Commonwealth
Association for Polytechnics in Africa.

UNESCO, 2001 Revised Recommendation Concerning Technical and Vocational Education.

Paris: UNESCO.

Ministry of Education, Science and Technology, 2004, Sessional Paper of 2004: A Policy
Framework for Education, Training and Research. Nairobi: Ministry of Education, Science
and Technology.

Ministry of Labour and Home Affairs, 1997, National Policy on Vocational Education and
Training. Gaborone: Ministry of Home Affairs.

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

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

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

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

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