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This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students...
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Das ist die Startseite des Webauftritts des Bundesministeriums für Bildung und Forschung (BMBF).
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This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
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Das Bundesbildungsministerium kooperiert mit ausgewählten Ländern, die am dualen Ausbildungssystem deutscher Prägung zwecks Weiterentwicklung ihrer nationalen Berufsbildung interessiert sind.
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Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
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Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
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This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.
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The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development...
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The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work...
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The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five...
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TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
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Citations
- Chapter 01. Introduction
- Chapter 00. Exec Summary (1)
- Chapter 02. Research Design (2)
- Chapter 03. Overview (2)
- Chapter 04. Conception (1)
- Chapter 05. TVET Actors (1)
- Chapter 11. Non-state Providers (1)
- Chapter 14. Institutional Frameworks (1)
- Appendix 2. Research Design (1)
- Appendix 5. Additional Materials (2)
- Report (1)
- Report Chapters (1)
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