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This paper is essentially a synthesis of the current dynamics, policies, and practices of technical and vocational skills development [TVSD] in Africa. Part one discusses the critical role of skills in the socioeconomic development of countries, the current context of TVSD in Africa, and the shift in the choice of terminology from [technical and vocational education and training] TVET to TVSD. The second part of the paper considers the conditions for lifelong TVSD for sustainable socioeconomic growth, based on an analytical review of the case studies, agency reports, and background papers contributed for the Triennale as well as current TVET/TVSD dynamics in Africa and international best practice. Part three highlights the main findings, key challenges, and outstanding issues that emerged from the analytical work, as well as the key messages emanating from the various presentations, debates and discussions held during the Triennale.

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For the purposes of this working paper, differentiation is described as the process whereby distinct types of tertiary education emerge in response to a country’s need for educational programs that provide diverse types of skills and knowledge to a widening range of students with divergent abilities and interests, and articulation refers to the mechanisms that enable student mobility within and among the institutions that comprise the tertiary system. Differentiation and articulation become important characteristics within tertiary education systems that are shifting from elite to mass access, and that are seeking to provide an increasingly sophisticated national economy with the mix of human resources needed to maximize productivity, efficiency, and overall competitiveness. As globalisation has heightened economic competition and tightened the margins for performance, governments have come to realize that educational differentiation and articulation are policy variables that can be manipulated to the benefit of both national and individual interests. Within tertiary education systems, differentiation occurs ‘vertically’ when distinct types of institutions appear, as the traditional research university is joined by polytechnics, professional institutes, non-research universities, and junior colleges. It also takes place ‘horizontally’ as each of these publicly funded institutional types is complemented by the appearance of new educational providers in the same category that are operated by for-profit, non-profit, religious, and international or local government entities, and run on a residential, non-residential or distance education basis. This study finds that African countries display far more differentiation than articulation within their tertiary education systems, suggesting that for the most part, articulation within Africa seems to be in its infancy. Show less

This review of the technical and vocational education and training (TVET) landscape in South Sudan sought to assess and evaluate the overall technical and vocational skills development policy framework in the country in order to propose strategies and actions that would contribute to strengthening the TVET sector. The objective is to make the sector more responsive to the human resource and labour market needs of the country. Taking into account the national socio-economic context, the review focused on seven key thematic areas, based on UNESCO's TVET policy review guidelines: (1) overview of the TVET system; (2) governance issues and challenges; (3) financing of TVET; (4) access and participation; (5) quality arrangements; (6) relevance, employability, and impact; and (7) assessment of the TVET knowledge and evidence base.

South Sudan is facing important development challenges including political instability and inter-tribal conflicts, poor infrastructure, over-dependence on oil production, strong import dependence with virtually no manufacturing or commercial agricultural base or services sector, extremely low human capital, with one of the world's lowest adult literacy levels (of about 27 per cent), high poverty levels, very weak health and sanitation indicators, and a large pastoralist, non-formal economy, with over 80 per cent of the population living in rural areas. Against this background, TVET is drawing increased attention from the government and international partners. TVET's potential contribution to redressing the multiple development challenges is well recognized by national stakeholders. However, this policy review key message is that the TVET system in South Sudan needs sustained transformation and revitalization if it is to realize its enormous potential as a contributor to the country's development.

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The 2008 ADEA Biennale examined secondary, tertiary and vocational education needs and priorities, as well as basic primary education. It looked forward to future challenges, posing questions and exploring solutions for all types and levels of educational needs in Africa. Three specific themes were selected to focus the discussions on the most critical dimensions of post-primary education development: (1) towards 9-10 years Education for All: promising policies and strategies; (2) skills development and the world of work: challenges for education and training; and (3) preparing knowledge workers for Africa's development: articulating upper secondary with higher education. Six crosscutting issues were: policy and governance; financing; access and equity; education and training personnel; curriculum and skills development; and articulation and assessment. The chapters are: Introduction; Summary of outcomes of the 2008 ADEA Biennale; The present context of post-primary education; A conceptual framework for reviewing post-primary education; Towards 9-10 years of Education for All: promising practices and strategies; Youth employment and the world of work: what skills should be developed?; Preparing knowledge workers for Africa's development: articulating upper secondary with higher education; Conclusions on key issues across sub-themes; Strategic directions for BE-PBET [basic education/post-basic education and training] development. Show less