• Vocational education

Vocational education

This report is based on a study whose overall aim was to create a context-relevant knowledge base of the implications for education and training policy of globalisation in two low-income sub-Saharan African countries, namely, Rwanda and Tanzania

The report presents a typology of skills identified in each country as being relevant to their country contexts and development needs. These include agricultural, vocational and artisan skills, generic and transferable skills, high skills and service sector skills, basic skills, private and business sector skills, public sector skills and political and citizenship skills. It also discusses the relationship between skills required for poverty reduction and gender equity and those required for global competitiveness.

Some of the findings from this report include:

• the role of the state:a ‘facilitatory’ and ‘catalytic’ state - where the needs of poverty reduction are so stark, the state must continue to play a leading role in tackling poverty through the provision of basic services
• the state needs to work in partnership with the emerging private sector, donors and with civil society
• women and girls need to be given the skills to participate equally with men and protect their rights as employees where these are threatened

On the basis of the analysis of data, the report sets out key elements of a skills development strategy that, would be relevant for the two country contexts. These elements include:

• the development of a core vision of lifelong learning
• a proactive approach on the part of the government to identifying and implementing skills development priorities
• a ‘joined up’ approach to policy making; putting in place an appropriate legal framework
• the identification of necessary government structures
• the use of a strategic approach in identifying and balancing competing skills development priorities
• the development of appropriate tools for identifying skills shortage;
• a commitment to good governance including full stakeholder participation in a skills development strategy
• putting in place a new approach to education funding
• establishing a suitable ICT strategy
• embarking upon new forms of regional co-operation
• and addressing key priorities for building capacity within the education and training systems themselves

In conclusion the report considers the extent to which Rwanda and Tanzania demonstrate similarities and differences between themselves and other, high income countries in relation to skills development priorities. It also reflects on the process goals of the research itself and makes recommendations concerning the development of a skills development strategy in both countries.

• Full text of document
• Publisher details
• Send to a friend