Abstract
The general consensus among countries globally is that TVET plays significant role in economic development, but the increased awareness notwithstanding, provision of TVET in African countries is hampered by diverse constraints as many countries on the continent have not been able to make quality provisions for TVET at a level that can support quality training. The continent faces the enormous challenge of providing stable and sustained socio-economic development that will provide room to lift the young population out of poverty induced by unemployment and protect the continent from poverty-triggered insecurity. The development of Africa has been hinged on quality investment in human capital development in the face of the changing dynamics in the world of work and the future of jobs. In order to achieve this, it is imperative for African countries to adopt different approach to the delivery of TVET on the continent. The Chinese experience in delivery of TVET, built on sound policy framework, effective funding system coupled with rural development-driven TVET provision, robust TVET institution and enterprises linkage as well as consistent teacher training programme, provide a viable example for emulation in the design and implementation of effective TVET delivery that will guarantee sustainable development on the continent. Key Word : TVET, Development, Africa, China DOI : 10.7176/JAAS/56-09 Publication date :July 31 st 2019
Highlights
Africa’s population is huge and growing, with about 1.3billion people, and an annual growth rate of 2.7%, the continent is blessed with a vibrant youth population which has 75% under the age of 25 years (ILO, 2019; UN, DESA, & Pupulation Division, 2017)
In recognition of the significance of TVET in education with the aim of developing human and social capital through skills revolution emphasizing innovation, science and technology, the African Union set up the Continental Education Strategy for Africa (CESA) with wide ranging objectives for development of education on the continent which includes to "expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems." This was followed by the African Union Continental Strategy on TVET providing a framework for the reform and repositioning of TVET on the continent (African Union, 2007)
Investing in knowledge and skills is seen by many governments as the cornerstone of developing an employable and globally competitive work force (AFDB & OECD, 2008)
Summary
Africa’s population is huge and growing, with about 1.3billion people, and an annual growth rate of 2.7%, the continent is blessed with a vibrant youth population which has 75% under the age of 25 years (ILO, 2019; UN, DESA, & Pupulation Division, 2017). In recognition of the significance of TVET in education with the aim of developing human and social capital through skills revolution emphasizing innovation, science and technology, the African Union set up the Continental Education Strategy for Africa (CESA) with wide ranging objectives for development of education on the continent which includes to "expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems." This was followed by the African Union Continental Strategy on TVET providing a framework for the reform and repositioning of TVET on the continent (African Union, 2007). A look at the consequences of the actions taken by three large developing countries of China, India and Nigeria during the period of shifting investment away from TVET to other sectors could be seen a decade later in the rising gaps in the GDP per capital of these countries as shown below: 5000 Source: IMF (World Economic Outlook 2017). Efforts must be made by African countries to enact dedicated and focus-driven TVET policy to provide a more distinct and stable legal framework for TVET delivery to meet the continent’s demand for skilled manpower and solve the problem of unemployment
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