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Future of Work in Africa Implications for Secondary Education and TVET Systems

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Future of Work in Africa Implications for Secondary Education and TVET Systems Background Paper Future of Work in Africa Implications for Secondary Education and TVET Systems December 2018 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. 7RƮQGRXWPRUHLQIRUPDWLRQYLVLWXVDW www.acetforafrica.org The Future of Work in Africa Implications for Secondary Education and TVET Systems A Background Paper for Master Card Foundation Study on Secondary Education in Africa Prepared by Edward K Brown and Helen Slater BACKGROUND PAPER DECEMBER 2018 TABLE OF CONTENTS Acknowledgement .............................................................................................................................i List of Acronyms and Abbreviations .............................................................................................i Executive Summary .........................................................................................................................iii Chapter 1: Africa’s Evolving Labor Force Landscape ............................................................ 1 Chapter 2: Labor Force Challenges and the Fourth Industrial Revolution .......................6 Chapter 3: Potential Employment Impacts under 4IR ..........................................................19 Chapter 4: Skills Needs for Future Jobs and Secondary Education and TVET ............30 Chapter 5: econdary Education and TVET Policy Recommendations .............................39 References .......................................................................................................................................45 APPENDIX 1: 4IR Technologies and Ecosystem .....................................................................51 APPENDIX 2: Senegal – Country Case Study..........................................................................55 APPENDIX 3: Ghana – Country Case Study .............................................................................65 Acknowledgment This paper was commissioned by the Mastercard Foundation as part of the 6HFRQGDU\(GXFDWLRQLQ$IULFD{3UHSDULQJ Youth for the Future of Work{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he Future of Work in Africa: Implications for Secondary Education and TVET Systems List of Tables List of Acronyms and 7DEOH/DERU0DUNHW,QGLFDWRUVDQG7UHQGV Abbreviations 7DEOH ,/267$7 4IR 7KH)RXUWK,QGXVWULDO5HYROXWLRQ 7DEOH)RUPDO79(7DQG$FDGHPLF(GXFDWLRQ6\VWHP LQ*KDQD 0LQLVWU\RI(GXFDWLRQ ACET $IULFDQ&HQWUHIRU(FRQRPLF 7DEOH1RQIRUPDODQGLQIRUPDO79(7(GXFDWLRQLQ Transformation *KDQD AfDB $IULFDQ'HYHORSPHQW%DQN 7DEOH1XPEHUVRIDQGHQUROPHQWLQ7HFKQLFDODQG 9RFDWLRQDO,QVWLWXWHV COVET &RXQFLOIRU7HFKQLFDO9RFDWLRQDO (GXFDWLRQDQG7UDLQLQJ List of Figures DfID Department for International )LJXUH7KH,5HFRV\VWHP)RXUGRPDLQVIRU 'HYHORSPHQW 8. 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ODERUIRUFHHDFK\HDUƮQGIRUPDOVHFWRUMREV6LPLODU $JULFXOWXUHLVH[SHFWHGWRFRQWLQXHWRGRPLQDWH WUHQGVFDQEHIRXQGDFURVV66$ LQWKHORZDQGORZHUPLGGOHLQFRPHHFRQRPLHV SURYLGLQJDERXWWZRWKLUGVRIWRWDOMREVZKLOHWKH 7KHUHDUHWZRSULPDU\UHDVRQVIRUWKLVWUHQG)LUVW VHUYLFHVVHFWRUZLOOFRQWLQXHWRGRPLQDWHLQWKH IRUPDOVHFWRUMREFUHDWLRQKDVQRWNHSWSDFHZLWKWKH XSSHUPLGGOHLQFRPHHFRQRPLHV3HUKDSVPRVW increased number of secondary and tertiary school WURXEOLQJWKHPDQXIDFWXULQJVHFWRULVSURMHFWHGWR JUDGXDWHVtDULVHIXHOHGE\WKHSRSXODWLRQVXUJH SURYLGHRQO\SHUFHQWRIWRWDOHPSOR\PHQWDFURVV EXWDOVRUDSLGO\LPSURYHGDFFHVVWRHGXFDWLRQ$QG DOOLQFRPHFDWHJRULHVUDLVLQJDGGLWLRQDOTXHVWLRQV VHFRQGZKHUHMREGHPDQGLQWKHIRUPDOVHFWRUGRHV DERXWPDQXIDFWXULQJOHGLQGXVWULDOL]DWLRQLQ$IULFD H[LVWQHFHVVDU\VNLOOVDQGWUDLQLQJGRQRWGXHHLWKHU 7KHUHIRUHDFURVVWKHFRQWLQHQWGLVFXVVLRQRIWKH to the poor access and quality of education or to IXWXUHRIZRUNDQGHPSOR\PHQWPXVWEHJURXQGHG WKHVSHFLDOL]DWLRQRIGHJUHHVLQVXEMHFWDUHDV HJ LQFXUUHQWUHDOLWLHVZKLFKLQFOXGHpMREOHVVJURZWKq DUWVDQGKXPDQLWLHV RXWVLGHWKRVHWKDWHPSOR\HUV GHƮFLWVLQLQIUDVWUXFWXUHDQGVNLOOVDQGWKHDSSOLFDWLRQ GHPDQG HJVFLHQFHWHFKQRORJ\DQGPDWKHPDWLFV RIPRGHUQWHFKQRORJ\:KDWSUHSDUDWLRQIRUWKH\RXWK RU67(0 7KLVODWWHUIDFWRULVSDUWLFXODUO\SUREOHPDWLF is needed for the new world order? VLQFHWHFKQRORJ\LVQRWVWD\LQJWKHVDPH Compared to other regions of the world, educational attainment in Africa
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