Search Results

This paper provides an overview and history of informal vocational training in Ethiopia. It covers the implications and implementation of the New Education and Training Policy. This policy encourages the development of technical and vocational education beyond the formal sector and is in tune with the envisaged infrastructure development of the country. Show less

This paper deals with the issue of the contribution of non-government organisations and enterprises. Lesotho is used as a case study with discussion of the role of Basotho Enterprise Development Corporation (BEDCO) and Lesotho National Development Corporation (LNDC) in non-formal technical and vocational education activities. The contribution of the Lesotho Highlands Water Project (LHWP) and the Thaba-Khupa Ecumenical Centre are also commented on. Show less

This paper sets out to highlight some essential features of a teaching/learning system that will meet the needs of the non-formal education sector. This paper will endeavour to highlight some deficiencies in the Swaziland education system which makes the Swaziland technical and vocational education component defective and quite unable to deliver the anticipated goods. Show less

This paper provides a background and overview of the three types of system providing [vocational education and training] VET in Botswana - the government owned and funded Vocational Training Centres (VTCs), the community-based autonomous Brigades Centres and the business-orientated Private Vocational Schools. Show less

This paper outlines the process used by the Mwanza Rural Housing Programme to initiate training and skills transfer for a target population. There are no formal training institutions nearby that meet these training needs. Show less

This paper briefly outlines the background of the shifting vocational education and training (VET) system in South Africa through exploring issues that has necessitated this shift and by presenting the current policies. The topic requires discussion of an effective teaching and learning system for non-formal TVET. The author focuses the broad discussion by looking specifically at what is referred to as small-scale, informal enterprise sector, small business, Small, Medium and Micro (SMME) or the SME sector. Show less

The current official system of skills training is very inflexible, centralised, and built on concepts originally suited for the formal large-scale industrial settings. Further, the entry requirements and certification are unrealistically high, marginalising the majority of potentially new entrants to the institutions and the labour markets. This paper looks at: the labour and employment issues; the informal, micro and small enterprise sector; key constraints for IMSEs; efforts by the government of Uganda; and skills development in the non-formal sector. The concluding remarks highlights suggestions for a change from the present system towards an on-job and in-service training in the workplace which is complemented by theoretical training. Show less

This paper offers an insight into the organisation and regulation of technical and vocational training in Mauritius. The non-formal sector of the economy is appraised and some issues relating to technical and vocational training in that sector are identified. Measures taken to make formal training attractive to individuals and enterprises are then discussed. Show less

This paper discusses the following issues: the provision of informal TVET, problems and possible solutions relating to non-formal TVET, financing the informal and non-formal TVET, government intervention in stimulating informal and non-formal TVET. It ends with a range of conclusions and recommendations. Show less

This paper focuses on the provision for informal sector training in the Technical Education, Vocational and Entrepreneurship (TEVET) Policy of the Republic of Zambia. This paper also discusses the proposed strategies for implementing informal sector training in terms of the short and long term interventions and the implementation constraints to the strategies. Show less