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Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the...
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Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with...
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Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of...
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In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms...
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Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other...
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Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
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This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship...
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TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(51)
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Citations
(51)
- Chapter 03. Overview (6)
- Chapter 04. Conception (4)
- Chapter 05. TVET Actors (8)
- Chapter 06. Themes (14)
- Chapter 07. Systematic Review (9)
- Chapter 08. Models (17)
- Chapter 09. Inclusion (4)
- Chapter 10. State Authorities (3)
- Chapter 11. Non-state Providers (2)
- Chapter 12. Standards (7)
- Chapter 13. Policy Implementation (4)
- Chapter 15. Research Networks (1)
- Appendix 1. Annotated Bibliography (4)
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Citations
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