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This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher...
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The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational...
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Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural...
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TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
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Citations
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- Chapter 01. Introduction (1)
- Chapter 03. Overview (4)
- Chapter 04. Conception (2)
- Chapter 05. TVET Actors (3)
- Chapter 06. Themes (9)
- Chapter 07. Systematic Review (3)
- Chapter 08. Models (6)
- Chapter 11. Non-state Providers (1)
- Chapter 12. Standards (1)
- Chapter 13. Policy Implementation (4)
- Chapter 15. Research Networks (1)
- Chapter 16. Future Research (1)
- Appendix 1. Annotated Bibliography (2)
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