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Decent work and entrepreneurial intentions in West Africa and Switzerland

Drawing on the Psychology of Working Theory, the aim of this study is to assess the relationship between decent wor... Show more
Drawing on the Psychology of Working Theory, the aim of this study is to assess the relationship between decent work, work needs' satisfaction and entrepreneurial intentions in Burkina Faso, Switzerland, and Togo. We also test the applicability of the model of entrepreneurial intentions in these countries. Using a sample of 1,829 individuals we conducted structural equation modeling and multigroup analyses. Our results show that the model of entrepreneurial intentions is applicable in West Africa and Switzerland, and that it seems that perceived control and attitudes towards entrepreneurship are particularly important for entrepreneurial intentions. In all three countries, decent work contributes to the satisfaction of survival, social connectedness, and self-determination needs. Decent work and the satisfaction of needs do not seem to influence entrepreneurial intentions suggesting that other factors are important for the development of entrepreneurial intentions. The implications for policy, education and career guidance and counseling are presented.
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Authors: Alfa, Akila; Rouamba, Barkissa; Tchonda, Masamesso; Meda, M'wambere Judith ... [+] Show more

Date: 2023

Geographic subjects: Africa; Europe; Switzerland ... [+] Show more

Resource type: Article

Journal title: Australian journal of career development

Subjects: Career development; Culture and society; Employment
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Traditional apprenticeship in West Africa: recent evidence and policy options

This paper is one of several outcomes of a joint research effort of the ILO, the OECD, and the World Bank. The join... Show more
This paper is one of several outcomes of a joint research effort of the ILO, the OECD, and the World Bank. The joint project studied, in several West African countries, how informal sector artisans had acquired their skills and how they contributed to skill acquisition by training apprentices. Show less

Authors: Fluitman, Fred

Date: 1992

Geographic subjects: Africa; Togo; Nigeria

Resource type: Report, paper or authored book

Series name: Discussion paper

Subjects: Apprenticeship; Skills and knowledge; Policy ... [+] Show more
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Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more Faso">Burkina Faso; d'Ivoire">Cote d'Ivoire; for Congo (Democratic Republic)">Congo (Democratic Republic); Africa">South Africa; [-] Show less

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
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Improving the quality of teacher education in sub-Saharan Africa: lessons learned from a UNESCO-China Funds-in-Trust project

Across sub-Saharan Africa, a shortage of well-trained teachers jeopardizes quality, inclusiveness and equity in edu... Show more
Across sub-Saharan Africa, a shortage of well-trained teachers jeopardizes quality, inclusiveness and equity in education. The UNESCO-China Funds-in-Trust (CFIT) project was launched with the aim of addressing this issue, using information communication technology to improve the methods in teacher training institutes in countries across the region. This booklet describes how the UNESCO-CFIT project started, the choice of beneficiary countries, the implementation strategies and its achievements. The different sections numbered one to four describe particular aspects of the project, using country cases to illustrate how the success of the project was due to strong country ownership and leadership. UNESCO, in partnership with the Government of the People's Republic of China, initiated the project to enhance the institutional capacity and the professional development of teacher educators through ICT-supported learning, teaching and research. This technology aided the transformation of capacity teacher training through digitalization of instructional materials. Networking of experts and institutions and South-South Cooperation are some of the unique features of the project.
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Corporate authors: United Nations Educational, Scientific and Cultural Organization (UNESCO)

Date: 2018

Geographic subjects: Africa; Sub-Saharan Africa; Cote d'Ivoire ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Teaching and learning; Providers of education and training; Technology ... [+] 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

Resource type: Report, paper or authored book

Subjects: Employment; Economics; Industry ... [+] Show more
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Le partenariat dans l'enseignement technique et professionnel

The text is written only in French. This document is the final report of a seminar for key personnel from francopho... Show more
The text is written only in French. This document is the final report of a seminar for key personnel from francophone African countries held in Ouagadougou, Burkina Faso, 10-14 February 1997. It presents experience of co-operation between technical and vocational education and the world of work in Benin, Burkina Faso, Cameroon, Chad, Mauritania, Niger, Senegal and Togo. It is valuable as a resource to guide people who are responsible for the promotion of such co-operation. Show less

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

Date: 1997

Geographic subjects: Africa; Chad; Togo ... [+] Show more

Resource type: Conference

Subjects: Employment; Vocational education and training; Management
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Charting a new course for translator and interpreter training in Africa: lessons from the COVID-19 experience in selected countries

Translator and interpreter (T&I) training, using virtual learning environments, was largely uninterrupted by the [C... Show more
Translator and interpreter (T&I) training, using virtual learning environments, was largely uninterrupted by the [Coronavirus Disease 2019] COVID-19 pandemic lockdown in the Global North. This might not have been the case in the Global South, especially in African countries. Building on earlier studies which focused on a comparative analysis of a number of T&I programmes in Africa, the objective of this paper is to further investigate the T&I training situation in a number of African countries between the pre-COVID-19 (before March 2020) and the initial lockdown (March - September 2020) period. Online questionnaires were administered to T&I students and trainers in five countries: Benin, Cameroon, Nigeria, Senegal, and Togo. The data collected were analysed qualitatively. Our preliminary findings, although not surprisingly, reveal that T&I training was interrupted by the lockdown and the attempted transition to online teaching and learning has not been smooth, due to economic challenges, insufficient technological infrastructure and skilled human resources. We find that the provision of reliable technological facilities and the implementation of blended learning are essential for strategic development in African T&I training. Trainers also require continuous professional development to enable them to acquire technological and pedagogical skills necessary to provide training that meets current T&I market demands.
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Authors: Afolabi, Segun; Oyetoyan, Oludamilola I.

Date: 2021

Geographic subjects: Benin; Cameroon; Nigeria ... [+] Show more

Resource type: Article

Series name: Special issue: Teaching translation and interpreting in virtual environments

Journal title: Journal of specialised translation

Subjects: Teaching and learning; Technology; Students ... [+] Show more
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Why the TVET system of French-speaking African countries is not able to produce a highly qualified and operational man power?: a comparison with Canadian community colleges

Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical... Show more
Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
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Authors: Assignon, Efia R.

Date: 2018

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

Resource type: Book chapter

Series name: Springer international handbooks of education

Subjects: Providers of education and training; Governance; Policy ... [+] Show more
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Contribution to the development of national and regional qualifications frameworks (NQFs/RQF) in ECOWAS sub-region: regional analysis and perspectives

This report argues that globalisation, technological advances, demographic pressures, social inequalities and the q... Show more
This report argues that globalisation, technological advances, demographic pressures, social inequalities and the quest for sustainable development are creating a rising demand for technical and vocational education and training (TVET). As a consequence, the member states of the Economic Community of West African States (ECOWAS) are seeking expert policy advice, knowledge and understanding about TVET and effective policies and strategies that can respond to labour market demands and support the transition between education and the world of work. To facilitate this, the Abuja Process was initiated in 2009 by the ECOWAS Commission, UNESCO and [United Nations Development Programme] UNDP. This led to the launch in 2010 of the Inter Agency Task Team (IATT) for the revitalisation of TVET in the ECOWAS sub-region. The IATT aims at providing operational support to countries in the sub-region and at becoming a driver of skills development initiatives and innovative partnerships that combine training with job creation, and by supporting the translation of TVET policy development into the implementation of strategies and concrete action plans for employment and poverty reduction.
This report summarises the results of a technical, strategic and political process carried in 2011-2012 by the IATT. The objective of the process was to shed light on the main principles for the establishment of national (NQF) and regional (RQF) qualifications frameworks and to reflect on support for this activity. The study also aimed to promote the use of qualifications, and therefore qualifications frameworks, for the recognition of non-formal and informal learning outcomes. The report proposes policy guidelines and a road map for future intervention in this area.
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Corporate authors: UNESCO Office Dakar

Date: 2013

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

Resource type: Report, paper or authored book

Subjects: Qualifications; Pathways; Skills and knowledge ... [+] Show more
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Exploring the potential for skills partnerships on migration in West Africa and Sahel

The Global Skills Partnership for Migration was launched to support skills development and recognition through part... Show more
The Global Skills Partnership for Migration was launched to support skills development and recognition through partnerships between countries, along migration corridors and in selected regions, through knowledge sharing and technical assistance. While most international cooperation activities on the free movement of people focus on highly skilled people, this partnership pays particular attention to low-skilled and semi-skilled migrants. West Africa and the Sahel regions are characterized by the highest incidence of low- and semi-skilled migration on the African continent. In order to ensure a context-sensitive design for West Africa and a genuine anchoring of the partnership at the national and regional levels, the ILO conducted a subregional study covering several countries - Benin, Burkina Faso, Chad, Cote d'Ivoire, Ghana, Mali, Mauritania, Niger, Nigeria, Senegal and Togo.
This report of the study provides relevant background information on existing skills systems and policies, migration flows and patterns, links between training and migration policies, and collaboration on skills anticipation, development and recognition between the selected countries. In addition, it explores potential areas for the establishment of partnerships for the anticipation, development and recognition of the skills of migrant workers and local populations.
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Authors: Ibourk, Aomar

Date: 2020

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

Resource type: Report, paper or authored book

Subjects: Migration; Skills and knowledge; Qualifications ... [+] Show more

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