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First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize...
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In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and...
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The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the...
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The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the...
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There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group...
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This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with...
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This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET...
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Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work,...
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