Closing the institutional gap: perspectives on the circular economy from selected African TVET institutions

There is consensus that education and technical and vocational education and training (TVET) systems have a crucial role to play in the green transition, as they can equip learners with the skills, knowledge and expertise needed to thrive in more sustainable societies. Most of the literature has focused on the requirements for transition to a greener and circular economy in terms of new skills, qualifications, and competencies, and how different jobs can become greener. Little research has been conducted on how TVET institutions can implement recommendations for a green and circular transition, on the challenges they are facing or on the capacities they need to support such a transition.

This report presents the results of research by UNESCO-UNEVOC on gaps that limit TVET institutions' ability to contribute to the green transition effectively. The research focused on the enablers and barriers to effective implementation of circular approaches. This preliminary assessment was conducted in three sub-Saharan African countries: Ghana, Kenya, and South Africa. The study's findings in terms of data, policy trends and the role of different actors, offer guidance to governments and TVET institutions that wish to improve teachers' and trainers' acquisition of circular skills, as well as their capacity and propensity to apply tools, services and technologies to deliver quality, learner-centred education and training for the circular economy.

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