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Skills defined by curricula: sub-Saharan Africa

This report provides an overview of the skills that are currently emphasised by secondary school curricula and educ... Show more
This report provides an overview of the skills that are currently emphasised by secondary school curricula and educators in Sub-Saharan Africa. There are three sections to the report: (1) a catalogue of skills as they are defined by curricula in each sub-region, including both academic and vocational curricula; (2) skills that secondary school educators think are necessary to teach; and (3) skills that secondary school students currently have. The study covers both Francophone and Anglophone sub-regions, with a broad overview on Benin, Burkina Faso, Senegal (representing Francophone countries) and Ghana, Kenya, Tanzania, and Uganda (representing Anglophone countries). A deep dive study focuses on Benin, Ghana and Kenya. The study is mainly exploratory.
The core research questions answered in the report include: (1) What skills are included in curricula currently taught to secondary school students in the region(s)? (2) What are the specific skills highlighted in the curricula that may be particularly helpful in preparing students for employment? (3) How do these curricula compare to that in OECD countries and East Asia? Are there any key skills that are emphasised/de-emphasised in the curricula examined in the focus countries? (4) What skills do educators believe are necessary to teach to students? What skills do educators believe are most necessary for employability? Of these, which are included in current curricula and which are missing? (5) What skills do secondary school-aged youth in the region currently have? To provide a comparison, how does this compare to OECD countries and East Asia? What skills do students have that may have been gained outside the formal education system? Show less

Authors: Anarfi, John K.; Appiah, Ernest N.

Date: 2012

Geographic subjects: Africa; Sub-Saharan Africa; Ghana ... [+] Show more

Resource type: Report, paper or authored book

Series name: Innovative Secondary Education for Skills Enhancement (ISESE) project

Subjects: Skills and knowledge; Youth; Research ... [+] Show more
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The effects of massification on higher education in Africa

The report is in two parts. The first part is a literature review of massification on higher education with special... Show more
The report is in two parts. The first part is a literature review of massification on higher education with special reference to Africa. It shows that massification is a global phenomenon, resulting from factors such as democratisation of education, the advent of the knowledge economy and globalization. In Africa, massification of higher education has occurred mainly because of improvement at primary and secondary education levels, resulting in a large cohort of graduates seeking access to higher education, and also the realisation now that higher education is crucially important for economic development. Higher education institutions also inevitably experience a rapid increase in student enrolment, this being regarded as 'institutional' massification. Another characteristic of Africa is that massification in the institutions has occurred without an accompanying increase in resources - financial, physical and human - which has had a direct impact on the physical infrastructure, the quality of teaching and learning, research, quality of life of the students, etc.
The second part of the report describes the state of massification in seven selected African universities, namely: The University of Cheikh Anta Diop, Dakar, Senegal; The University of Edouardo Mondlane, Maputo, Mozambique; The University of Ghana, Legon, Ghana; The University of Nairobi, Kenya; The University of Ouagadougou, Burkina Faso; Kenyatta University, Nairobi, Kenya; and The National University of Science and Technology, Bulawayo, Zimbabwe. Each university was asked to prepare an institutional report in response to a set of guidelines to describe how massification has affected them over the period 1986-2006 and what innovative approaches they have adopted to address the challenge.
An analysis of the institutional reports shows that the seven universities experienced an annual increase in student enrolment in the range 15-25 per cent. Yet, mostly because of lack of funds, this has not been accompanied by a corresponding increase in teaching staff. The staff/student ratio in most of the institutions was of the order of 1:30 but with some departments having ratios of up to 1:100. This situation has resulted in an increased teaching load and administrative duties of the staff, affecting their contribution to research. It has also affected the quality of teaching, the large cohorts resulting in overcrowded lecture theatres and, in some cases, abandonment of tutorials and practicals. Library facilities have also been strained and most institutions are unable to provide sufficient numbers of computers for use by the students. But perhaps the greatest negative impact of massification has been on the physical infrastructure of the universities, including the students' residences. Very few additional buildings have been put up and most of the existing ones, inadequate for large numbers of students and not having been maintained, have greatly deteriorated.
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Authors: Mohamedbhai, Goolam

Date: 2008

Geographic subjects: Africa; Burkina Faso; Ghana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Higher education; Participation; Providers of education and training ... [+] Show more
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Gender, ethnicity and cumulative disadvantage in education: evidence from Latin American and African censuses

This paper studies the impact of gender and ethnicity on educational outcomes using cross-country evidence from Bol... Show more
This paper studies the impact of gender and ethnicity on educational outcomes using cross-country evidence from Bolivia, Mexico, Peru, Senegal, and Sierra Leone. It uses the Minnesota Population Center's Integrated Public Use Microdata Series-International database, which includes individual-level data from large, harmonised, and representative samples of country censuses. Using an estimation method analogous to difference-in-differences, the paper finds that gender-based differences in literacy, primary school completion, and secondary school completion are larger for minority ethnic groups compared with others or, alternatively, ethnicity-based differences are larger for women compared with men. The findings suggest that the intersection of gender and ethnicity confers cumulative disadvantage for minority groups, especially in Latin America. The paper discusses the implications of these findings on the design of, targeting in, and resource allocation for development programs.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Tas, Emcet O.; Reimao, Maira Emy; Orlando, Maria Beatriz

Date: 2013

Geographic subjects: Bolivia; Mexico; Peru ... [+] Show more

Resource type: Report, paper or authored book

Series name: World Bank policy research working paper

Subjects: Gender; Demographics; Disadvantaged ... [+] Show more
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Languages in adult literacy: policies and practice in Education for All and beyond

Linguistic diversity characterizes many countries with large literacy needs. Meeting these needs will require a mul... Show more
Linguistic diversity characterizes many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner's mother tongue, with other languages used subsequently. This article identifies five major challenges in implementing multilingual programmes and traces the international policy developments over the 15 years of the [Education for All] EFA period. Four case studies - Mexico, Morocco, Papua New Guinea, and Senegal - illustrate a range of policies with differing approaches and levels of commitment to providing multilingual literacy opportunities. The article concludes with six policy orientations to guide action as part of the post-2015 agenda.
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Authors: Robinson, Clinton

Date: 2016

Geographic subjects: Mexico; North America; Morocco ... [+] Show more

Resource type: Article

Journal title: Prospects: comparative journal of curriculum, learning, and assessment

Subjects: Adult and community education; Teaching and learning; Literacy ... [+] Show more
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Trade union involvement in skills development: an international review

This report seeks to improve our understanding of the involvement of trade unions in the domain of TVET and skills ... Show more
This report seeks to improve our understanding of the involvement of trade unions in the domain of TVET and skills development at the national, sectoral and enterprise levels. It does this through case studies of ten countries at different stages of development and with different traditions of unionism and social dialogue.
Abstract from publisher's website. Show less

Authors: Bridgford, Jeff

Date: 2017

Geographic subjects: Argentina; Brazil; South America ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Skills and knowledge; Teaching and learning ... [+] Show more
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Present and future of work in the least developed countries

This report provides an overview of the state of progress and the structural challenges faced by least developed co... Show more
This report provides an overview of the state of progress and the structural challenges faced by least developed countries (LDCs) along the dimensions of structural transformation, productive employment and just transition. It describes current trends in production, productivity, employment and decent work, as well as the role of social protection and institutions of work. It highlights the structural and labour market vulnerabilities most relevant for the LDCs and how they have affected the [Coronavirus Disease 2019] COVID-19 impacts and recovery prospects for the LDC economies and their populations.
To support a strong recovery in the LDCs that lays the foundation for long-term sustainable development, a renewed partnership with the LDCs and a set of national and global actions are required. These include employment and industrial policies, institutional reforms, measures to promote an enabling business environment for enterprises, investments in expanding human capabilities and productive capacities and strengthening the institutions of work. The report proposes a human-centred framework for a resilient and inclusive recovery that can set the LDCs on a sustainable development path towards a brighter future for their world of work.
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Authors: La Marca, Massimiliano; Elsheikhi, Adam

Date: 2022

Geographic subjects: Afghanistan; Angola; Bangladesh ... [+] Show more Faso">Burkina Faso; for Central African Republic">Central African Republic; for Congo (Democratic Republic)">Congo (Democratic Republic); Guinea-Bissau; for Sao Tome and Principe">Sao Tome and Principe; Leone">Sierra Leone; Leste">Timor Leste; Yemen (Republic)">Yemen (Republic); title="Search for Central America and the Caribbean">Central America and the Caribbean; East">Middle East; [-] Show less

Resource type: Report, paper or authored book

Subjects: Employment; Economics; Industry ... [+] Show more
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Regional symposium for policy makers in technical and vocational education in Africa

This document is the final report of a symposium for policy makers in technical and vocational education (TVE) in A... Show more
This document is the final report of a symposium for policy makers in technical and vocational education (TVE) in Africa which was conducted in Dakar, Senegal from 21-24 August 1995. Participating countries were Cameroon, Congo, Cote d'Ivoire, Ghana, Kenya, Senegal and Swaziland. The report touches briefly on TVE in the national education frameworks of the countries involved, cooperation between TVE institutions and enterprises and major challenges to TVE in Africa. There is a brief country report from each of the participating countries. Guidelines for the formulation of an action plan for the development of UNESCO's International Project on Technical and Vocational Education (UNEVOC) in Africa are suggested. Show less

Corporate authors: UNESCO. International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC)

Date: 1995

Geographic subjects: Africa; Congo (Democratic Republic); Cameroon ... [+] Show more

Resource type: Conference

Subjects: Policy; Vocational education and training
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The use of contract teachers in developing countries: trends and impact

This working paper examines the growing trend towards the use of contract teachers in developing countries as a res... Show more
This working paper examines the growing trend towards the use of contract teachers in developing countries as a response to acute teacher shortages and perceived financial constraints, and their impact on the quality of education, the status of teachers and the financial efficiency in the education system. Many different types of teachers fall under the label of 'contract teachers', including volunteers, community teachers and para-teachers, but in most cases the salaries and conditions of these teachers are far inferior to those of regular civil service teachers. Contract teachers have been used to meet a range of objectives from increasing access to education, particularly in remote and unattractive areas serving minority populations, to providing a source of youth employment.
Abstract from publisher's website. Show less

Authors: Fyfe, Alec

Date: 2007

Geographic subjects: Africa; Burkina Faso; Guinea ... [+] Show more

Resource type: Report, paper or authored book

Series name: Working paper (International Labour Office. Sectoral Activities Department)

Subjects: Providers of education and training; Employment; Economics ... [+] Show more
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Skills for employability: the informal economy

The term 'informal economy' refers to all economic activities by workers and economic units that are - either in la... Show more
The term 'informal economy' refers to all economic activities by workers and economic units that are - either in law or in practice - not covered or insufficiently covered by formal arrangements. In developing countries, informal labour forces are primarily comprised of self-employed people working from home or street-vending. They have neither official nor permanent places of business. Typically, the incomes of informal workers are low, and are also unpredictable. In many developing countries, the informal economy is the main source of employment for as many as nine out of every 10 workers.
This study reviewed market demand for informal economy work skills; the various types of education and training opportunities available to informal workers; the target populations of skills development initiatives; and the environments best suited to drive economic growth through the professional development of informal workers. It also includes a global literature review on the informal economies of developing countries, as well as in-depth case studies on efforts in Cambodia, India, Kenya, and Senegal. The research revealed a large, and frequently unmet, employer demand for better technical skills - particularly in high growth industries like manufacturing and tourism. Experts reported that current education and training programs, where they do exist, too often focus solely on technical skills without integrating non-cognitive skills. Across industries, abilities to communicate effectively, organise efficiently, and solve unanticipated problems are desired, and often required, in a valuable worker. Similarly, workers who remain informally-employed would benefit greatly from improved business and entrepreneurial skills. On the employer side, employers reported dissatisfaction with the qualifications they found within many pools of potential workers, and expressed desire for improved skills development programs. Unfortunately, this study found that school-based education and training programs seldom penetrate the informal economy, resulting in weak cognitive skills among most informal workers. This study found that while improving skills training is a necessity, it is only one component among many that are required to foster a thriving and inclusive economy. Increasing the overall productivity of the informal economy in developing nations will require holistic approaches that complement training interventions with new government policies, regulations, and incentives.
Excerpts from executive summary. Show less

Authors: Pina, Patricia; Kotin, Tim; Hausman, Vicky; Macharia, Edwin

Date: 2012

Geographic subjects: Asia; Africa; India ... [+] Show more

Resource type: Report, paper or authored book

Series name: Innovative Secondary Education for Skills Enhancement (ISESE) project

Subjects: Skills and knowledge; Economics; Research ... [+] Show more
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The development of technical and vocational education in Africa: case studies from selected countries

Between 1993 and 1995, case studies were undertaken in the African region focusing on two major areas of growing im... Show more
Between 1993 and 1995, case studies were undertaken in the African region focusing on two major areas of growing importance in technical and vocational education: (1) the role of technical and vocational education in educational systems; and (2) policy and legislation in technical and vocational education to enhance cooperation with the world of work. This publication aims to facilitate the achievement of UNESCO's goals of fostering the international exchange of ideas, experiences and studies on policy issues and facilitating access to data bases and documentation. The chapters are: Technical and vocational education in Africa: a synthesis of case studies / B. Wanjala Kerre; Technical and vocational education in Cameroon / Lucy Mbangwana; Technical and vocational education in the Congo / Gilbert Ndimina; Technical and vocational education in Ghana / F. A. Baiden; Technical and vocational education in Kenya / Peter Okaka; Technical and vocational education in Madagascar / Victor Manantsoa; Technical and vocational education in Nigeria / E. T. Ehiametalor; Technical and vocational education in Zimbabwe / N. N. Munetsi; Education, training and employment in Burkina Faso / Joseph Kabore; Cooperation between technical and vocational education institutions and enterprises in Cote d'Ivoire / Aska Kouadio; Cooperation between technical and vocational education institutions and enterprises in Senegal / Oumar Sock; Cooperation between technical and vocational education institutions and enterprises in Swaziland / B. S. Mndebele and L. B. Lukhele; Cooperation between technical and vocational education institutions and enterprises in Uganda / E. Lugujjo and B. Manyindo. Show less

Authors: Kerre, B. Wanjala

Date: 1996

Geographic subjects: Africa; Zimbabwe; Madagascar ... [+] Show more

Resource type: Edited book

Subjects: Governance; Research; Policy ... [+] Show more

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