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$IULFD {3UHSDULQJ Youth for the Future of Work{5HSRUW7KHUHSRUWZDVSUHSDUHGE\DQ$&(7WHDPOHGE\(GZDUG.%URZQ6HQLRU'LUHFWRU 5HVHDUFKDQG$GYLVRU\$&(7DQGFRDXWKRUHGZLWK+HOHQ6ODWHU6HQLRU$&(7)HOORZ%DFNJURXQGUHVHDUFKVXSSRUW ZDVSURYLGHGE\*HRUJH%RDWHQJ$PDQGD$QLVWRQ'LDQD'DG]LHDQG-RKQ'DG]LH
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2QHƮIWKRIWKHJOREDOSRSXODWLRQXQGHU the age of 25 now resides in Sub-Saharan Africa (SSA), the world’s youngest region, which is growing at a rapid rate. ii 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems The Future of Work in Africa ([HFXWLYH6XPPDU\
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Systems Skills needed for future work—and ,QPDQ\$IULFDQFRXQWULHVFXUULFXODDUHRIWHQ current challenges pRYHUORDGHGqULJLGDQGODFNDIRFXVRQQRQFRJQLWLYH DVZHOODVEDVLFFRJQLWLYHVNLOOV0XOWLSOHPLQLVWULHV Economic transformation demands a workforce DQGLQVWLWXWLRQVDUHLQYROYHGLQFXUULFXODGHFLVLRQ equipped with the knowledge and skills to be PDNLQJOHDGLQJWRKHDY\EXUHDXFUDF\WKDWFDQVORZ KLJKO\SURGXFWLYHRQIDUPVLQƮUPVDQGLQ PRGHUQL]DWLRQDQGDGDSWDELOLW\WREHWWHUVWDQGDUGV JRYHUQPHQWRƱFHVtDQGWRJHQHUDWHLQQRYDWLRQV 7KHFXUULFXODGHVLJQSURFHVVDQGFRQWHQWVKRXOG in technologies, processes, products, and services. 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GLVUXSWLQJPDQXIDFWXULQJWHFKQRORJ\ZLWKVLJQLƮFDQW VHFRQGDU\HGXFDWLRQ H IDVWWXUQRYHUDQGVHULRXV LPSOLFDWLRQVIRUWKHQDWXUHDQGJURZWKRIMREV2QH VKRUWDJHVRIWHDFKHUVFRPELQHGZLWKDODFNRIFDUHHU important implication is the diminished importance GHYHORSPHQWLQFHQWLYHV H XQTXDOLƮHGWHDFKHUV LQ RIODERUDVDIDFWRULQPDQXIDFWXULQJSURGXFWLRQ PDQ\GLVFLSOLQHVEXWQRWDEO\LQWKHVFLHQFHV ZKRGR &RQVHTXHQWO\WKHQHHGWRUHGXFHODERUFRVWVLV QRWKDYHDGHTXDWHDFFHVVWRUHOHYDQWDQGPRGHUQ EHFRPLQJOHVVLPSRUWDQWLQWKHORFDWLRQGHFLVLRQV OHDUQLQJDQGWHDFKLQJPDWHULDOV I ODFNRIDFFHVV RIJOREDOPDQXIDFWXULQJFRPSDQLHVDQGOHDGƮUPV WRIDFLOLWDWLQJWHFKQRORJLFDOWRROVIRUWHDFKLQJ J LQJOREDOYDOXHFKDLQV7KLVLVDOUHDG\FDXVLQJD FUXPEOLQJLQIUDVWUXFWXUHDQGVHULRXVVKRUWDJHVRI UHDUUDQJHPHQWRIWKHJOREDOFRQVWHOODWLRQRI VHFRQGDU\HGXFDWLRQUHDG\IDFLOLWLHV DQG K LQưH[LEOH PDQXIDFWXULQJSURGXFWLRQZLWKVRPHFRPSDQLHVWKDW DQGVRPHWLPHVRXWGDWHGOHJDODQGUHJXODWRU\ KDGRXWVRXUFHGSURGXFWLRQEULQJLQJWKHPEDFNWR IUDPHZRUNVWKURXJKZKLFKWRSXUVXHUHFRXUVHZKHQ WKHLUKRPHRUDWOHDVWWRQHLJKERULQJFRXQWULHV QHHGHG 7KLVWUHQGtpUHVKRULQJqtLVDOUHDG\VKRUWHQLQJ These disruptors for secondary education also JOREDOYDOXHFKDLQVDƬHFWLQJLQWHUQDWLRQDOWUDGH ZLOOFDUU\VRFLDOLPSOLFDWLRQV$VKDVEHHQVHHQLQ DQGUDLVLQJTXHVWLRQVDERXWDSSURSULDWHHFRQRPLF PDQ\PLGGOHLQFRPHFRXQWULHVSRSXODWLRQVWHQGWR GHYHORSPHQWVWUDWHJLHVIRUFRXQWULHVDURXQGWKH GHPDQGPRUHDQGEHWWHUVHUYLFHVtDQGOLIHLPSURYLQJ ZRUOGWKRVHLQ$IULFDLQFOXGHG5 For the past 15 to FRQGLWLRQVRYHUDOOtDVWKHOHYHODQGTXDOLW\RI \HDUVWKHDGYLFHWR$IULFDQFRXQWULHVZDVVLPSOH VHFRQGDU\HGXFDWLRQLPSURYHV7KLVVFHQDULRDOPRVW IROORZWKH(DVW$VLDQPRGHO,QRWKHUZRUGVUHGXFH DOZD\VFUHDWHVDPRUHYRODWLOHVRFLDODQGSROLWLFDO FRVWVE\LPSURYLQJLQYHVWPHQWFOLPDWHVDQGIRFXVRQ HQYLURQPHQWZKLFKFDQGLVUXSWHFRQRPLFưRZV ODERULQWHQVLYHDQGH[SRUWRULHQWHGPDQXIDFWXULQJ WRFDSLWDOL]HRQODERUDEXQGDQFHDQGODERUFRVW In addition to the internal and external disruptors, DGYDQWDJH7KLVPRGHOKDVEHHQVKRZQWROHDGWR economic transformation has been slow, which has 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The structure MREVWKDWRIWHQGRQRWUHTXLUHPDQ\VNLOOVEH\RQG RIPRVW$IULFDQHFRQRPLHVKDVQRWFKDQJHGPXFK EDVLFOLWHUDF\+RZHYHUZLWKWKHFXUUHQWGLVUXSWLYH RYHUWKHSDVW\HDUV3URGXFWLRQDQGH[SRUWVDUH WHFKQRORJLFDOFKDQJHVDQGLWVLPSDFWVRQJOREDO VWLOOEDVHGRQDQDUURZUDQJHRIFRPPRGLWLHV WKH SURGXFWLRQDQGWUDGHWKHZD\IRUZDUGLVQRWVRFOHDU VKDUHRIPDQXIDFWXULQJLQSURGXFWLRQDQGH[SRUWV :KDWSUHSDUDWLRQIRUWKH\RXWKLVQHHGHGIRUWKHQHZ UHPDLQVUHODWLYHO\ORZDVGRWKHOHYHOVRIWHFKQRORJ\ world order? DQGSURGXFWLYLW\DFURVVHFRQRPLHV(PSOR\PHQW WUDQVIRUPDWLRQZKLFKXVXDOO\ODJVWUDQVIRUPDWLRQ 7KHFKDOOHQJHJRHVEH\RQGGHYHORSLQJDPRGHORI LQRXWSXWLVOLNHO\WRWDNHWLPHPHDQLQJPRVW\RXQJ VHFRQGDU\HGXFDWLRQDQGWUDLQLQJZKLFKSUHSDUHV SHRSOHZLOOFRQWLQXHWRIDFHZRUNLQWKHLQIRUPDO WKH\RXWKIRUWKHQHZRUGHU7KHUHDUHGLVUXSWRUV VHFWRUGHVSLWHPDQ\KRSLQJIRUDVWDEOHZDJHMRE ERWKH[WHUQDODQGLQWHUQDOZKLFKPXVWEHDFFRXQWHG LQWKHIRUPDOVHFWRU7KXVIRU$IULFDQFRXQWULHVZLWK IRUWRHQVXUHHƬHFWLYHGHOLYHU\$PRQJWKHH[WHUQDO FRPSDUDWLYHO\OLWWOHLQGXVWU\DQGDMREFUHDWLRQFULVLV GLVUXSWRUVWRWKHHƬHFWLYHGHOLYHU\RIVHFRQGDU\ GLVFXVVLRQRIWKHIXWXUHRIZRUNPXVWWKHUHIRUHEH HGXFDWLRQDQGWUDLQLQJSURJUDPVDUH D WHFKQRORJLFDO JURXQGHGLQFXUUHQWUHDOLWLHV$FURVVWKHFRQWLQHQW FKDQJHV E LPSURYHG DQGPRUHGLUHFWRQVKRUWHU WKHVHUHDOLWLHVLQFOXGHpMREOHVVJURZWKqDQGGHƮFLWV LQLQIUDVWUXFWXUHVNLOOVDQGWKHDSSOLFDWLRQRIPRGHUQ $&(7$IULFDQ7UDQVIRUPDWLRQ5HSRUW,s*URZWKZLWK'(37+q WHFKQRORJ\ :RUOG%DQN 7KH)XWXUHRI0DQXIDFWXULQJOHG'HYHORSPHQW 6FKZDE.ODXV 7KH)RXUWK,QGXVWULDO5HYROXWLRQ :KDWLW $IULFDQFRXQWULHVDUHUHFRJQL]LQJWKHXUJHQWQHHG PHDQVKRZWRUHVSRQG:RUOG(FRQRPLF)RUXP -DQ for tailored strategies for the future of work even as :RUOG(FRQRPLF)RUXP 7KH)XWXUHRI-REVDQG6NLOOVLQ $IULFD 3UHSDULQJWKH5HJLRQIRUWKH)RXUWK,QGXVWULDO5HYROXWLRQ the unfolding technological revolution is speeding 0F.LQVH\*OREDO,QVWLWXWH$)XWXUHWKDW:RUNV $XWRPDWLRQ up the present. .H\WRWKLVDUH WUDQVIRUPDWLYH (PSOR\PHQWDQG3URGXFWLYLW\ -DQXDU\ VWUDWHJLHVWKDWSURPRWHMREFUHDWLRQDQGERRVW 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 2 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems SURGXFWLYLW\LQODERULQWHQVLYHVHFWRUVDQG FRPHVDIWHUSULPDU\HGXFDWLRQ LHWKHƮUVWVL[ HQVXULQJ\RXQJSHRSOHKDYHWKHVNLOOVIRUSURGXFWLYH \HDUVRIVFKRRO EXWEHIRUHWHUWLDU\RUXQLYHUVLW\ DQGIXOƮOOLQJZRUN&RXQWULHVDFURVVWKHUHJLRQ OHYHOHGXFDWLRQ,WLQFOXGHVERWKDFDGHPLFRULHQWHG KDYHLQYHVWHGVLJQLƮFDQWO\LQHGXFDWLRQDQGDFFHVV VHFRQGDU\VFKRROV ERWKORZHUDQGKLJKHU DQG WRSULPDU\HGXFDWLRQKDVLPSURYHGVXEVWDQWLDOO\ WHFKQLFDODQGYRFDWLRQDOWUDLQLQJLQVWLWXWHV 79(7V ,Q +RZHYHUSURJUHVVDJDLQVWFRPPLWPHQWVPDGH WHUPVRIDJHZHDUHUHIHUULQJWRHGXFDWLRQIURP\HDU by education ministers to ensure basic education WR&RQYHQWLRQDOO\WKHVL[\HDUVRIVHFRQGDU\ IRUDOOKDVEHHQVORZ,Q6XE6DKDUDQ$IULFDRQHLQ HGXFDWLRQVKRXOGVSDQWKH\HDUVIURPWREXWLQ ƮYHFKLOGUHQDUHH[FOXGHGIURPSULPDU\VFKRRODQG $IULFDGXHWRODWHVWDUWVLQVFKRRODQGUHSHWLWLRQWKH HGXFDWLRQDWWDLQPHQWUHPDLQVUHODWLYHO\ORZ0DQ\ ZLGHUDJHEUDFNHWPD\EHPRUHUHDOLVWLF $IULFDQVDUHQRWGHYHORSLQJWKHVNLOOVWKH\QHHGIRU SURGXFWLYHHPSOR\PHQW $VDOUHDG\QRWHG$IULFDKDVDODUJHDQGJURZLQJ QXPEHURI\RXWKZKRDUHHQJDJHGLQWKHLQIRUPDO A strategic approach to skills investment VHFWRU0RVWKDYHFRPSOHWHGSULPDU\HGXFDWLRQDQG that covers all skills, from literacy and basic PDQ\KDYHHLWKHUFRPSOHWHGVHFRQGDU\HGXFDWLRQ to tertiary education, that is aligned with RUKDYHGURSSHGRXWDIWHUVRPH\HDUVRIVHFRQGDU\ evolving labor market demands is crucial for HGXFDWLRQ0DQ\SDUWLFXODUO\WKRVHZLWKVHFRQGDU\ successful transformation. This paper focuses HGXFDWLRQDUHLQWKHLQIRUPDOVHFWRUEXWQRWE\ RQUHFRPPHQGDWLRQVIRUUHIRUPLQJWKHVHFRQGDU\ FKRLFH7KH\DVSLUHWRVRPHWKLQJPRUHIRUPDODQG HGXFDWLRQSKDVH,PSURYLQJLWVTXDOLW\UHOHYDQFH UHPXQHUDWLYHEXWDUHKHOGEDFNE\ERWKWKHVORZ DQGHƱFLHQF\DVZHOODVLQFUHDVLQJDFFHVVZLOO JURZWKRIIRUPDOVHFWRUMREVDQGWKHLURZQLQDGHTXDWH UHTXLUHPDMRUWLPHFRQVXPLQJDQGFRVWO\UHIRUPV WUDLQLQJ)XUWKHUPRUHHYHQLIWKHIRUPDODFDGHPLF QRWRQO\LQVHFRQGDU\EXWLQWKHHDUOLHUVWDJHVRI secondary school and TVET systems could be WKHHGXFDWLRQV\VWHPDVZHOO6XFKHƬRUWVZLOOEH VXFFHVVIXOO\UHIRUPHGEHWZHHQQRZDQGLWLV H[WUHPHO\FKDOOHQJLQJJLYHQOLPLWHGIXQGLQJDQGD XQOLNHO\WKDW$IULFDQHFRQRPLHVFDQSURYLGHHQRXJK UDSLGO\H[SDQGLQJVFKRRODJHGSRSXODWLRQDORQJVLGHD UHPXQHUDWLYHMREVLQWKHIRUPDOVHFWRUIRUDOOWKH ODUJHDGXOWSRSXODWLRQZLWKRXWDJRRGEDVLFHGXFDWLRQ SURVSHFWLYHJUDGXDWHV$VLJQLƮFDQWQXPEHURIWKHP )XUWKHUPRUHFRXQWULHVIDFHXQSUHFHGHQWHGJOREDO will also end up in the informal sector to add to those FKDOOHQJHVRIUHODWLYHO\KLJKLQWHUQDWLRQDOHFRQRPLF DOUHDG\WKHUH6RIURPDQHPSOR\PHQWDQGLQFRPH FRPSHWLWLRQDQHHGIRUDZLGHUUDQJHRIVNLOOVDQG JHQHUDWLQJSHUVSHFWLYHLWLVLPSHUDWLYHWRDOVRIRFXV DELOLW\IRUZRUNHUVWRDGDSWWRNH\JOREDOWUHQGVVXFK RQKRZVHFRQGDU\HGXFDWLRQFDQSUHSDUHJUDGXDWHV DV,5 WRYHQWXUHRƬRQWKHLURZQLQWRPRUHSURGXFWLYH LQIRUPDOVHFWRUDFWLYLWLHVLQFOXGLQJIDUPLQJ No other region has ever faced the magnitude of the education challenges most SSA countries 7KXVWKLVUHYLHZDLPVWRDQVZHUWKHIROORZLQJ will face over the next couple of decades. 6WURQJ TXHVWLRQV LQVWLWXWLRQVLQFOXGLQJSROLWLFDOFDSDFLW\WRPDNH UHVRXUFHVWUDGHRƬVEHWZHHQSRSXODWLRQJURXSVDQG :KDWDUHWKHMREVWKDWDUHOLNHO\WREHDYDLODEOHRU VHFWRUVZLOOEHQHHGHG7KHVHWUDGHRƬVDUHPXFK WKHMREVWKDW$IULFDQFRXQWULHVVKRXOGWDUJHWLQ VWDUNHUIRU6XE6DKDUDQ$IULFDWKDQIRURWKHUUHJLRQV WKHIXWXUHtLHE\tLQOLJKWRI HYROYLQJ ZKHUHWKHGHPRJUDSKLFWUDQVLWLRQLVFRPSOHWHG GLVUXSWLYHWHFKQRORJLFDOFKDQJHVDQGH[SHFWHG XQLYHUVDOSULPDU\HGXFDWLRQDQGOLWHUDF\DUHDFKLHYHG ,5LPSDFWVDQG FRXQWULHVoRZQQDWXUDO and the economic transformation is much more FRPSDUDWLYHDGYDQWDJHV" DGYDQFHG :KDWJURZWKVWUDWHJLHVVKRXOG$IULFDQFRXQWULHV DGRSWWRSXUVXHWKHVHMRERSSRUWXQLWLHV" Objectives of the study :KDWFKDQJHVVKRXOG$IULFDQFRXQWULHVPDNH The objective of this background paper is to try to WRWKHLUVHFRQGDU\OHYHOHGXFDWLRQV\VWHPVWR determine, in light of the likely disruptive evolution SUHSDUHJUDGXDWHVWRVXFFHVVIXOO\WDNHDGYDQWDJH RIWHFKQRORJ\DQGJOREDOWUDGHDQGXUEDQL]DWLRQ RIWKHSURGXFWLYHRSSRUWXQLWLHVLQFOXGLQJLQWKH what African countries should do to provide LQIRUPDOVHFWRUDQGDJULFXOWXUHLQWKHIDFHRIWKH productive jobs for their large and fast-growing HYROYLQJODQGVFDSH" youth population. 7KHUHYLHZZLOOVWD\DWWKHPDFUROHYHOLQWHUPVRI 7KHIRFXVZLOOEHRQVHFRQGDU\HGXFDWLRQ%\ WKHW\SHVRIMREVIRUZKLFK$IULFDVKRXOGSUHSDUHLWV VHFRQGDU\HGXFDWLRQZHPHDQHGXFDWLRQWKDW VHFRQGDU\VFKRROJUDGXDWHVWREHDEOHWRDFTXLUHt WKHW\SHVRILQVWLWXWLRQVDQGWUDLQLQJSURJUDPV QHHGHGDQGWKHEDODQFHDQGOLQNDJHVEHWZHHQWKHP %DVLFHGXFDWLRQLVXSWRDQGLQFOXGLQJORZHUVHFRQGDU\ HGXFDWLRQ 3 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems 7KHUHYLHZZLOOQRWGLVFXVVWKHPLFUROHYHOLVVXHV The second domain is the enabling infrastructure, RIKRZWRUXQSDUWLFXODULQVWLWXWLRQVDQGWUDLQLQJ ZKLFKLVWKHEDFNERQHIRU,5XSWDNH LWLVLQWHUQHW SURJUDPV SHQHWUDWLRQZLWKDIRFXVRQFRYHUDJH ƮEHURSWLF FDEOHEURDGEDQG TXDOLW\ VSHHGDQGUHOLDELOLW\ Conceptual framework, methodology, DQGFRVW DƬRUGDELOLW\ ,QWHUQHWSHQHWUDWLRQLV and structure IXQGDPHQWDOWR,5XSWDNH:KLOHHQHUJ\SRZHUDQG WUDQVSRUWDUHLPSRUWDQWWKH\DUHQRWXQLTXHWR,5 The conceptual framework of the review is rooted DQGDUHDVVXPHGDVJLYHQDQGWKXVDUHQRWWUHDWHGLQ in a model of the 4IR ecosystem and the four WKLVIUDPHZRUN interrelated domains that will unleash the dynamics 7KHWKLUGGRPDLQ Innovation systems refers to the RIIXWXUHZRUNDQGDFKLHYHLQFOXVLYHJURZWKtDQGLQ W\SHRIWHFKQRORJLHVHPSOR\HGDQGGHSOR\HGDVZHOO WXUQVSXULQQRYDWLRQSURGXFWLYLW\GHPDQGDQGPRVW DVWKHVXSSRUWLYHHQYLURQPHQWWRIDFLOLWDWH,5XSWDNH LPSRUWDQWO\MREV VHH)LJXUH VFDOLQJXSDQGFRPPHUFLDOL]DWLRQ 7KHƮUVWGRPDLQFRQFHUQVWKHlabor force and The regulatory and investment climates, the fourth market, education, and skills7KLVUHODWHVWR GRPDLQWLHVWKHƮUVWWKUHHGRPDLQVWRJHWKHUDV GHPRJUDSKLFODERUVXSSO\DQGODERUPDUNHWG\QDPLFV WKHGULYHUVWRXQOHDVKWKHIXOOSRWHQWLDORI,57KH DQGWRHGXFDWLRQDQGVNLOOVGHYHORSPHQWLVVXHVtVXFK FRRUGLQDWLRQDQGPDQDJHPHQWRIDOOIRXUGRPDLQV DVDFFHVVTXDOLW\DQGUHOHYDQFHDWDOOOHYHOVLQFOXGLQJ determine the nature and scope of the impact of the WHFKQLFDODQGYRFDWLRQDOHGXFDWLRQDQGWUDLQLQJ ,5RQSURGXFWLYLW\MREFUHDWLRQDQGLQFOXVLYHJURZWK DQGDSSUHQWLFHVKLSDQGWKHLUDOLJQPHQWZLWKWKH )LJXUH UHTXLUHPHQWVRIWKH,5DQGWKHLULPSDFWRQMREV Figure 1.1: The 4IR ecosystem: Four domains for unleashing dynamism Labor Force, Enabling Education, and Skills Infrastructure s0L[RIVNLOOV s4XDOLW\LQWHUQHW s6FLHQFH7HFKQRORJ\ s$ƬRUGDEOHLQWHUQHW (QJLQHHULQJ0DWKHPDWLFV s(OHFWULFLW\ 4IR dynamism unleashed • Higher productivity • Greater demand for new services • Accelerated innovation Regulatory Innovation & Investment Systems Climates s7\SHRIWHFKQRORJLHV s6HQVLEOHUHJXODWRU\UHJLPH s6XSSRUWLYHHQYLURQPHQWIRU s([SHULPHQWDWLRQSODWIRUPV ,5XSWDNHVFDOLQJXSDQG s,QFHQWLYHVDQGVXEVLGLHV FRPPHUFLDOL]DWLRQ WRDWWUDFWLQYHVWPHQW 6RXUFH $&(7-XQH7KH)XWXUHRI:RUNDQG,5$&(7UHSRUW FRPLVVLRQHGE\$I'% 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 4 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems The study methodology is largely based on an &KDSWHUFRQVLGHUVWKHSRWHQWLDOIRUMREFUHDWLRQ extensive desk review of the literature. It also DFURVVNH\VHFWRUVXQGHU,5DQGORRNVDWSDWKZD\V LQFOXGHVWZRFDVHVWXGLHV *KDQDDQG6HQHJDOZKLFK WRERRVWJURZWKHPSOR\PHQWDQGSURGXFWLYLW\LQ H[SORUHHPSOR\PHQWSURVSHFWVLQNH\HFRQRPLF WKRVHVHFWRUV,WDOVRFRQVLGHUVFRUHVWUDWHJLHVXQGHU VHFWRUV ,&7KRVSLWDOLW\DQGDJULEXVLQHVV DQGWKH HFRQRPLFWUDQVIRUPDWLRQWRHQVXUHWKHSRWHQWLDOMRE implications for the secondary education and TVET EHQHƮWVRI,5DUHUHDOL]HG V\VWHPVLQHDFKFRXQWU\$QQH[,GHVFULEHVWKH WHFKQRORJLHVGULYLQJWKHth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ƮYHVHFWRUVWKDWKDYH KLJKSRWHQWLDOIRUMREFUHDWLRQXQGHU,5:HWKHQWDNH DVLPLODUDSSURDFKWR)R[DQG)LOPHU LQIRFXVLQJ RQWZRFRQVWUDLQWVIRUDFKLHYLQJSURGXFWLYHZRUNLQ HDFKRIWKHVHVHFWRUV 1. Business environment: the factors that DƬHFWSURGXFWLYLW\EXWDUHQRWLQDZRUNHUoV LPPHGLDWHFRQWUROVXFKDVDFFHVVWRƮQDQFH DQGLQIUDVWUXFWXUH7KLVDOVRLQFOXGHVDFFHVV WRWHFKQRORJ\ZKLFKZHFRQVLGHUWKURXJKWKH OHQVRI,5DVZHOODVJRYHUQPHQWSROLFLHVDQG UHJXODWLRQV 2. Human capital: WKHVNLOOVHGXFDWLRQDQGDELOLW\RI ZRUNHUVEXWZLWKDIRFXVRQVHFRQGDU\HGXFDWLRQ DQGIRUPDOVHFWRU79(7DQGVNLOOVQHHGVXQGHU,5 7KLVDOVRLQFOXGHVQHWZRUNVDQGFRQQHFWLRQVWKDW KHOSSHRSOHƮQGSURGXFWLYHZRUNEXWWKHVHIDFWRUV DUHQRWH[SORUHGLQWKLVSDSHU &KDSWHUUHYLHZVWKHGHPRJUDSKLFDQGODERUPDUNHW WUHQGVVKDSLQJ$IULFDoVMREVODQGVFDSHLQFOXGLQJ DEULHIRYHUYLHZRIZRPHQDQG\RXWKHPSOR\PHQW FKDOOHQJHVDQGDQDVVHVVPHQWRIHGXFDWLRQDQG VNLOOVGHYHORSPHQWLQ$IULFDQHFRQRPLHV7KHFKDSWHU VFDQVWKHOLWHUDWXUHRQWKHLPSDFWRI,5RQWKHODERU PDUNHWDQGUHSRUWVRQVLPSOHPRGHOLQJVFHQDULRV IRUWKHLPSDFWRI,5RQMREFUHDWLRQ,WHQGVZLWK REVHUYDWLRQVRQWKHSURVSHFWVIRUDFKLHYLQJWKH GHPRJUDSKLFGLYLGHQGLQ$IULFDDQGEULHư\FRQVLGHUV WKHHPLJUDWLRQFKDOOHQJHV 5 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems CHAPTER 2 /DERU)RUFH&KDOOHQJHVDQG WKH)RXUWK,QGXVWULDO5HYROXWLRQ The demographic and labor market forces shaping $I'%Bolton, 2016 and Handel et al 2016 Africa’s jobs landscape include the special DQG H SURGXFWLYLW\JURZWK ZKLFKLVRQHLQGLFDWRU challenges of female and youth employment and RIDWUDQVIRUPHGHFRQRP\ KDVEHHQLQGHFOLQH the relevance and reach of education and skills GHFUHDVLQJIURPWRGXULQJWKHVDPHSHULRG development.$EURDGRYHUYLHZRIWKHOLWHUDWXUHRQ 7KHDYHUDJHSURGXFWLYLW\JURZWKLVRYHUWKHVDPH WKHLPSDFWRI,5RQWKHODERUPDUNHWDQGVLPSOH SHULRG PRGHOLQJVFHQDULRVRQMREFUHDWLRQUHYHDOWKDW,5 KDVVLJQLƮFDQWSRWHQWLDOWRLQFUHDVHSURGXFWLYLW\ The structure of the labor force when further HVSHFLDOO\LQWKHPRVWG\QDPLFSDUWVRIWKHDJULFXOWXUH disaggregated by gender is equally less inspiring DQGVHUYLFHVVHFWRUV)DOOLQJELUWKUDWHVDUHEULQJLQJ for working women. 7KHWUHQGVVSDQQLQJQHDUO\ WKHGHPRJUDSKLFGLYLGHQGZLWKLQUHDFKLQ$IULFDQ WZRGHFDGHV 7DEOH SXWZRPHQDW FRXQWULHVVXJJHVWLQJWKDWLWFDQEHDFFHOHUDWHG DGLVDGYDQWDJH D WKHSURSRUWLRQRIZRUNLQJSRRU ZLWKWKHULJKWSROLFLHV)LQDOO\ZLWKDJLQJSRSXODWLRQV ZRPHQDYHUDJHGSHUFHQWDJDLQVWSHUFHQW HOVHZKHUH$IULFDZLOOGULYHJOREDOJURZWKLQWKH IRUPHQ 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GHFOLQHWKHUDWHRISRSXODWLRQJURZWKLVH[SHFWHGWR last decade, with little evidence of a structural IDOOIURPSHUFHQWSHU\HDU WR WR change in employment. $ODUJHVKDUHRIWKHJURZWK SHUFHQWSHU\HDU WR DQGVRWKHDJHEDVHG LQQRQIDUPHPSOR\PHQWLQWKHSDVWIHZGHFDGHV GHSHQGHQF\UDWLRLVDOVRIRUHFDVWWRIDOOIURP KDVEHHQLQKRXVHKROGHQWHUSULVHVtXQLQFRUSRUDWHG WR7KLVSUHGRPLQDQWO\\RXWKIXOZRUNIRUFHZLWK QRQIDUPEXVLQHVVHVRZQHGE\KRXVHKROGVUDWKHU DEXQGDQWHQHUJ\DQGVNLOOVZLOOQHHGWREHGHSOR\HG WKDQPRGHUQLQGXVWULDORUVHUYLFHVHQWHUSULVHVDV HƬHFWLYHO\ ZRXOGEHH[SHFWHGXQGHUWUDQVIRUPDWLRQ$QGPRVW However, the current structure of the labor force RIZRUNHUVLQWKHUHJLRQDUHVWLOOLQWKHDJULFXOWXUH is also a major challenge.7DEOHEHORZSUHVHQWV VHFWRUZKLFKKDV\HWWRVHHUDSLGSURGXFWLYLW\ DQXQLQVSLULQJODERUIRUFHODQGVFDSHVSDQQLQJ JURZWKDVLQH[SDQGLQJHFRQRPLHVRXWVLGH$IULFD QHDUO\WZRGHFDGHV D HPSOR\PHQW )R[DQG7KRPDV 0RVWZRUNHUVDUHDOVR JURZWKVWDJQDWHGDWSHUFHQW E WKHSURSRUWLRQ VHOIHPSOR\HGtDURXQGSHUFHQWLQORZLQFRPH RIZRUNLQJSRRUDYHUDJHGSHUFHQW F DERXW 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Employment to 63.5 64.3 64.4 population ratio Vulnerable 74.3 72.6 71.4 Employment* Working Poverty 50.5 42.6 36.9 (less than $1.90 per day) Productivity growth* 3.1 1.6 -0.7 6RXUFH .,/0LORVWDWRUJDFFHVVHG'HFHPEHU ,QGLFDWRUQRWGLVDJJUHJDWHGE\JHQGHU Employment projections to 2030 suggest this Employment across the continent is largely picture isn’t going to change soon )LJXUH : informal, with on average close to 80 percent of total employment in the informal economy. z Agriculture will continue to dominate employment $VVKRZQLQ)LJXUHZKLOHDJHYDULDWLRQVLQ LQWKHORZDQGORZHUPLGGOHLQFRPHHFRQRPLHV HPSOR\PHQWDUHGLVWLQFWLYHO\VLPLODUDFURVVUHJLRQV LQWKHUHJLRQSURYLGLQJDERXWWZRWKLUGVRIWRWDO DQLQWHUHVWLQJUHJLRQDOYDULDWLRQFDQEHGLVFHUQHG HPSOR\PHQWGXULQJWKHSHULRG LQWKHOHYHORILQIRUPDOHPSOR\PHQW7KHVKDUHRI informal employment in total employment shows z The services sectortLQFOXGLQJWUDGH WUDQVSRUWDWLRQƮQDQFHDQGRWKHUFRPPHUFLDO DEXQFKLQJFORVHWR SHUFHQWIRUWKUHHRI66$ VHUYLFHVtGRPLQDWHVHPSOR\PHQWLQWKHXSSHU UHJLRQV :HVWHUQ(DVWHUQDQG&HQWUDO6RXWKHUQ PLGGOHLQFRPHHFRQRPLHVDQGUDQNVVHFRQGLQ $IULFDKDVWKHORZHVWEHORZSHUFHQWIRUDGXOWV WKHWZRFDWHJRULHVRIORZLQFRPHHFRQRPLHV \HDUDQGRYHU7KH1RUWKHUQ$IULFDUHJLRQDOVRVKRZV ORZHUVKDUHRILQIRUPDOHPSOR\PHQWPXFKORZHUWKDQ z The manufacturing sectorSURYLGHVWKHOHDVW WKH$IULFDQDYHUDJH HPSOR\PHQWtSHUFHQWRIWRWDOHPSOR\PHQWt LQDOOWKUHHFRXQWU\LQFRPHFDWHJRULHVDQG Informal employment falls with education VKRZVQRG\QDPLVPLQMREFUHDWLRQSRWHQWLDO attainment )LJXUH 7KHKLJKHVWLQIRUPDOLW\LV 7KLVUDLVHVFRQFHUQVDERXWPDQXIDFWXULQJOHG IRXQGDPRQJWKRVHZLWKQRHGXFDWLRQ DERXW LQGXVWULDOL]DWLRQLQ$IULFD SHUFHQW 7KLVGURSVSUHFLSLWRXVO\DFURVVDOOUHJLRQV WREHORZSHUFHQWIRUWHUWLDU\HGXFDWLRQ6RXWKHUQ The services sub-sectors are the most dynamic $IULFDLVDQLQWHUHVWLQJRXWOLHUZKHUHHYHQLQIRUPDOLW\ in terms of job creation.3URGXFWLYLW\JURZWKLQWKH DPRQJWKRVHZLWKRXWHGXFDWLRQLVORZHUWKDQWKRVH DJULFXOWXUHVHFWRUPHDVXUHGE\UHDOYDOXHDGGHGSHU ZLWKVHFRQGDU\HGXFDWLRQLQRWKHUUHJLRQVH[FHSW HPSOR\HHLVUHODWLYHO\KLJK SHUFHQW EXWLQSDUW 1RUWKHUQ$IULFD UHưHFWLQJLWVUHODWLYHO\ORZVWDUWLQJSRVLWLRQ World Bank Group 2014 0DQXIDFWXULQJSURGXFWLYLW\ Countries with a higher share of informal JURZWKKDVEHHQGLVDSSRLQWLQJO\ORZ WKLVVHFWRU employment in total employment also have a higher W\SLFDOO\KHOSVVSXURQDJJUHJDWHSURGXFWLYLW\JURZWK share of informal economy in GDP )LJXUH DVH[SRUWLQJƮUPVEHFRPHPRUHSURGXFWLYHWKURXJK 0DXULWLXV6RXWK$IULFD5ZDQGD1DPLELDKDYHDORZHU WKHLUH[SRVXUHWRIRUHLJQJRRGVDQGPDUNHWVDQG VKDUHRILQIRUPDOHFRQRP\LQ*'3 SHUFHQW WKHVHEHQHƮWVVSLOORYHULQWRWKHUHVWRIWKHHFRQRP\ FRPSDUHGWRFRXQWULHVVXFKDV1LJHULD7DQ]DQLD DQG%HQLQZLWKEHWZHHQWRSHUFHQWRI*'3 FRQWULEXWHGE\WKHLQIRUPDOHFRQRP\ 7 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Thus, while economic growth has been decent in PHGLXPWHUP ,0) $OWKRXJKWKLVPDVNVGLƬHUHQFHVZLWKLQWKHUHJLRQ6RXWK$IULFD 1DPLELD%RWVZDQD&HQWUDO$IULFDQ5HSXEOLF&RPRURV=DPELDDQG 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Future of Work in Africa: Implications for Secondary Education and TVET Systems Figure: 2.4: Informal Economy -Average Share of GDP (2010-2014) 6RXUFH ,0) 11 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Box 2.1: The informal economy 7KHLQIRUPDOHFRQRP\LVGHƮQHGDVpDOODFWLYLWLHVWKDWDUHLQODZRUSUDFWLFHQRWFRYHUHGRULQVXƱFLHQWO\ FRYHUHGE\IRUPDODUUDQJHPHQWVq:RUNHUVLQWKHLQIRUPDOHFRQRP\RIWHQDUHQRWUHJLVWHUHGGRQRW DSSHDULQWKHQDWLRQDOVWDWLVWLFVDQGDUHQRWFRYHUHGE\VRFLDOSURWHFWLRQODERUOHJLVODWLRQRURWKHU SURWHFWLYHPHDVXUHVLQWKHZRUNSODFH:RUNFDQEHXQVDIHDQGXQKHDOWK\DZRUNHUoVHPSOR\PHQWVWDWXV FDQEHXQFHUWDLQDQGSURGXFWLYLW\DQGLQFRPHVDUHRIWHQORZ$VDUHVXOWZRUNLVRIWHQLQVHFXUHDQG YXOQHUDEOH)XUWKHUPRUHZRUNHUVRIWHQODFNDFFHVVWRSURGXFWLYHUHVRXUFHVVXFKDVƮQDQFHDQGODQG ZKLFKFRPELQHGZLWKORZVNLOOVFRQƮQHVWKHPWRORZLQFRPHZRUN+RZHYHUQRWHYHU\RQHLQWKHLQIRUPDO HFRQRP\LVSRRUsVRPHHYHQHDUQPRUHWKDQLQWKHIRUPDOVHFWRU )R[DQG)LOPHU 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for Secondary Education and TVET Systems Youth unemployment and underemployment are PDVNVLJQLƮFDQWYDULDWLRQDFURVVFRXQWULHV IHZHU already contributing to new challenges at home WKDQSHUFHQWRIFKLOGUHQLQORZHULQFRPHFRXQWULHV and abroad.)RUW\SHUFHQWRI\RXWKVMRLQLQJWKHUDQNV LQ66$FRPSOHWHSULPDU\VFKRROZKLOHWKHWRS RIUHEHODQGWHUURUJURXSVFLWHWKHODFNRIHFRQRPLF SHUFHQWFRXQWULHVKDYHDFRPSOHWLRQUDWHRIRYHU RSSRUWXQLW\DVWKHNH\PRWLYDWLRQ $I'% 0DQ\ SHUFHQW$URXQGSHUFHQWRIORZHUVHFRQGDU\ \RXWKVDUHDOVRPLJUDWLQJWRVHDUFKIRUMREVDQGPDQ\ VFKRRODJH\RXQJDGXOWVHQUROLQWKHSKDVHLQ*KDQD DUHDLGHGE\FULPLQDOQHWZRUNVVPXJJOLQJSHRSOH FRPSDUHGWRMXVWXQGHUSHUFHQWLQ0R]DPELTXH HVSHFLDOO\WR(XURSH7KLVLVDSDUWLFXODUO\GDQJHURXV DQGSHUFHQWLQ0DODZL :RUOG%DQN(GVWDWV RSWLRQtRYHUSHRSOHPDQ\RIWKHP\RXQJGLHG &KLOGUHQLQFRQưLFWDƬHFWHGFRXQWULHVDUHOHVVOLNHO\ LQWKH0HGLWHUUDQHDQLQZKLOHWU\LQJWRPDNHWKH WRFRPSOHWHVFKRRO :RUOG%DQN )RUH[DPSOH SHULORXVMRXUQH\ $I'%12 WKHSULPDU\QHWHQUROPHQWUDWHZDVDURXQGSHUFHQW LQFRQưLFWDƬHFWHG6RXWK6XGDQLQFRPSDUHGWR The challenge will become even bigger.$IULFDoV SHUFHQWLQLWVQHLJKERXULQJFRXQWU\(WKLRSLD \RXWKSRSXODWLRQLVH[SHFWHGWRGRXEOHWRPRUH WKDQPLOOLRQE\ UN, 201713 ,IWKHVH\RXQJ Around 1 in 5 children of primary school age are people are equipped with appropriate education still denied the right to education (World Bank 2018 DQGWUDLQLQJDQGLIIDYRUDEOHHFRQRPLFSROLFLHVWKDW and UIS 2018), a rate that rises to nearly 35 percent VXSSRUWMREFUHDWLRQDUHLPSOHPHQWHGWKLVSRSXODWLRQ at lower secondary education$GLVSURSRUWLRQDWH VXUJHFRXOGEHDQHFRQRPLFERRQ %ORRP&DQQLQJ QXPEHURIWKRVHH[FOXGHGDUHIURPPDUJLQDOL]HG DQG6HYLOOD %XWLWFRXOGDOVREHDERPE,I\RXWK JURXSVLQFOXGLQJIHPDOHV )LJXUH DQGUXUDODUHDV XQHPSOR\PHQWUDWHVUHPDLQXQFKDQJHGQHDUO\ %DVKLUHWDO SHUFHQWRIWKRVH\RXQJSHRSOH H[FOXGLQJVWXGHQWV ZLOOEHXQHPSOR\HGGLVFRXUDJHGRUHFRQRPLFDOO\ According to the UNESCO’s 2016 projections, SSA LQDFWLYHE\ $I'% ,WLVLQVWUXFWLYHWRQRWH is at risk of falling further behind other regions in WKDWWKHp$UDE6SULQJqWKDWVWDUWHGLQ7XQLVLDZDVGXH terms of education attainment.7KH\SURMHFWWKDW WRDFRPELQDWLRQRIKLJKO\HGXFDWHGDQGXQHPSOR\HG RQO\HLJKWSHUFHQWRIFRXQWULHVLQ66$ZLOODFKLHYH \RXWKV7KHHPHUJHQFHRIXQHPSOR\HGJUDGXDWHVo XQLYHUVDOORZHUVHFRQGDU\HGXFDWLRQE\DQG DVVRFLDWLRQVLQVRPHFRXQWULHVSRLQWVWRFRPLQJ RQO\LIHGXFDWLRQSURJUHVVHVDWWKHIDVWHVWUDWHWKH DJLWDWLRQLIVRIWHUPHDQVRIHQJDJHPHQWIDLO15 UHJLRQKDVHYHUVHHQ7KLVFRPSDUHVWRSHUFHQW LQ6RXWKHUQ$VLDSHUFHQWLQ/DWLQ$PHULFDDQG WKH&DULEEHDQDQGSHUFHQWLQ1RUWKHUQ$IULFDDQG Education and skills :HVWHUQ$VLD Compared to other regions of the world, The quality of education is also poor.7KHFKDOOHQJH educational attainment in Africa is low. /HVVWKDQ of low attainment is compounded by the fact that DWKLUGRIDGXOWVKDYHFRPSOHWHGSULPDU\HGXFDWLRQ WKRVHZKRJHWVFKRROLQJGRQRWOHDUQPXFK)RU FRPSDUHGWRQHDUO\DOODGXOWVLQDGYDQFHGHFRQRPLHV H[DPSOHLQ66$OHVVWKDQSHUFHQWRIVWXGHQWVLQ 81'3+XPDQ'HYHORSPHQW5HSRUW $FFHVV ODWHSULPDU\VFKRRODUHSURƮFLHQWLQUHDGLQJDJDLQVW to primary education and completion rates in primary SHUFHQWLQPDWKHPDWLFV 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SHUFHQWRIDOOƮUPVLQ7DQ]DQLDDQGSHUFHQW )DVRSHUFHQWLQ%XUXQGLSHUFHQWLQ&DPHURRQ LQ.HQ\D$VHFRQRPLHVDQGVHFWRUVJURZVNLOOV SHUFHQWLQ0DGDJDVFDUDQG*KDQDDQGSHUFHQW FRQVWUDLQWVDUHOLNHO\WREHFRPHPRUHELQGLQJ )R[ LQ0RURFFR&RPSDUDEOHGDWDIRU$XVWULD*HUPDQ\ DQG)LOPHU 0DQ\\RXWKVDUHLOOSUHSDUHGWRƮOO 0DOD\VLDDQG0H[LFRZHUHDOODERYHSHUFHQW $I'% WKHIHZRSHQLQJVEHFDXVHWKH\GRQRWKDYHWKHVNLOOV 6XE6DKDUDQ$IULFDDOVRSURGXFHVOHVVWKDQ UHTXLUHGE\HPSOR\HUV $I'% due either to the SHUFHQWRIWKHZRUOGoVUHVHDUFKRXWSXWZKLFKUHPDLQV SRRUTXDOLW\RIWKHLUHGXFDWLRQRUVSHFLDOL]DWLRQLQ DIDUFU\IURPLWVVKDUHRIJOREDOSRSXODWLRQDW VXEMHFWDUHDV VXFKDVDUWVDQGKXPDQLWLHV RWKHU SHUFHQW 5' 8,6 %ORPHWDO :RUOG WKDQWKRVHWKDWHPSOR\HUVGHPDQG VXFKDVVFLHQFH %DQN WHFKQRORJ\HQJLQHHULQJDQGPDWKHPDWLFV67(0 0*, HVWLPDWHVWKDW$IULFDQHHGVWRHQUROO +RZHYHU)R[HWDO DQG)R[DQG.DXO PLOOLRQ\RXQJ$IULFDQVLQYRFDWLRQDODQGWHFKQLFDO DUJXHWKDWWKHELQGLQJFRQVWUDLQWLVDODFNRIODERU education in secondary schools by 2025 compared GHPDQGLQWKHIRUPDOZDJHVHFWRU0DQ\\RXQJSHRSOH WRPLOOLRQLQWRVXSSRUWWUDQVIRUPDWLRQ7R DVSLUHIRUZRUNLQDIRUPDOZDJHSD\LQJHQWHUSULVHEXW EHVXUHVHFRQGDU\HQUROPHQWUDWLRVDUHQRWOLNHO\WR WKHVL]HRIWKHVHFWRULVVPDOODQGWKHUHDUHQRWHQRXJK VWD\WKHVDPH7KH\ZLOOULVHDVSROLWLFDODQGVRFLDO MREVDYDLODEOHWRPHHWGHPDQG7KHJDSEHWZHHQ SUHVVXUHVPRXQWLQ$IULFDQFRXQWULHVWRSURYLGH RSSRUWXQLWLHVDYDLODEOHDQGWKHDVSLUDWLRQVRI\RXWK secondary school and TVET spaces for all the LVWKHUHVXOWRIDVORZSDFHLQGHPRJUDSKLFWUDQVLWLRQ FKLOGUHQFRPLQJRXWRIWKHH[SDQGHGDQGQHDUO\ DQGVORZJURZWKLQDPRGHUQH[SRUWRULHQWDWHGVHFWRU XQLYHUVDOSULPDU\HGXFDWLRQV\VWHP$OUHDG\VHYHUDO )R[DQG7KRPDV (DFK\HDUPLOOLRQ FRXQWULHV LQFOXGLQJ*KDQD.HQ\DDQG8JDQGD KDYH \RXWKVPDQ\HGXFDWHGHQWHUWKHZRUNIRUFH\HWRQO\ LQWURGXFHGIUHHVHFRQGDU\HGXFDWLRQIRUDOO PLOOLRQIRUPDOMREVDUHFUHDWHG $I'%18 $VD UHVXOW\RXQJJUDGXDWHVHLWKHUIDFHORZHDUQLQJVLQWKH Tertiary education access is also relatively low. The LQIRUPDOVHFWRUDQGXQGHUHPSOR\PHQWHVSHFLDOO\LQ JURVVHQUROPHQWUDWHLQWHUWLDU\LQVWLWXWLRQVLVXQGHU UXUDODUHDVRUIRUWKRVHZKRFDQDƬRUGLWDW\SLFDOO\ SHUFHQWLQ6XE6DKDUDQ$IULFDFRPSDUHGWRDURXQG SURWUDFWHGSHULRGRIMREVHDUFK Unemployment rate, by education in selected countries Basic Intermediate1 Advanced Ghana (2015) Burkina Faso (2014) Senegal (2015) Rwanda (2014) Sierra Leone (2014) Uganda (2012) 7DQ]DQLD ,QWHUPHGLDWHHGXFDWLRQFRPSULVHVXSSHUVHFRQGDU\RUSRVWVHFRQGDU\QRQWHUWLDU\HGXFDWLRQ $GYDQFHGLQFOXGHVVKRUWF\FOHWHUWLDU\HGXFDWLRQDEDFKHORUoVGHJUHHRUHTXLYDOHQWHGXFDWLRQOHYHOD PDVWHUoVGHJUHHRUHTXLYDOHQWHGXFDWLRQOHYHORUGRFWRUDOGHJUHHRUHTXLYDOHQWHGXFDWLRQOHYHO 15 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Creating jobs in the formal sector is important, WUDQVIRUPDWLYHSROLFLHVVDYLQJVJHQHUDWHGE\WKH but even with extraordinary job growth, it would GHPRJUDSKLFGLYLGHQGHQDEOHGLQFUHDVHGLQYHVWPHQW only generate a relatively small number of LQSULPDU\VHFRQGDU\DQGWHFKQLFDOHGXFDWLRQDQG jobs for Africa’s growing workforce)R[HWDO VNLOOVGHYHORSPHQW7KXVWKHLPSDFWRIWKHGLYLGHQG SURMHFWWKDWPRVWQHZHQWUDQWVWRWKHODERU ZDVKXJH%ORRPHWDO DWWULEXWHDIXOORQHWKLUG PDUNHWSDUWLFXODUO\WKHOHVVVNLOOHGZLOOQHHGWR RIWKH$VLDQJURZWKPLUDFOHEHWZHHQ WKURXJK FUHDWHWKHLURZQOLYHOLKRRGVLQWKHLQIRUPDOVHFWRU WRWKHGHPRJUDSKLFGLYLGHQGH[SHULHQFHGLQWKH LQWKHIRUHVHHDEOHIXWXUH7KHUHIRUHWKHELJJHU UHJLRQGXULQJWKHSHULRG FKDOOHQJHIDFLQJJRYHUQPHQWVLVKRZWRLPSURYHWKH SURGXFWLYLW\RIWKHSHUFHQWRIWKHZRUNIRUFHLQ While achieving a demographic dividend is within LQIRUPDOHPSOR\PHQW7KLVZLOOUHTXLUHDGGUHVVLQJWKH reach, the demographic transition in Africa has ORZTXDOLƮFDWLRQVLQWKHZRUNIRUFH VXSSO\VLGH DVZHOO been slow. ,QWKHDYHUDJHWRWDOIHUWLOLW\UDWH DVFRQVWUDLQWVLQWKHEXVLQHVVHQYLURQPHQW GHPDQG 7)5 ZDVVWLOODQGPXFKKLJKHUDWLQ:HVW VLGH WRFUHDWLQJPRUHSURGXFWLYHRSSRUWXQLWLHV $IULFDLQ6RXWKHUQ$IULFD LQ&HQWUDO$IULFD DQGLQ(DVW$IULFD 1JRP $ORZHU7)5 PHDQVWKDWWKHZRUNLQJDJHSRSXODWLRQLQFUHDVHV Global trends ZKLOHFDSLWDOGLOXWLRQLVUHGXFHGZKLFKDOVRKROGVEDFN VWUXFWXUDOFKDQJHVLQHPSOR\PHQW LHPRYHVIURP Countries in the region face several global and ORZSURGXFWLYLW\ZRUNLQWKHLQIRUPDOVHFWRUWRKLJKHU UHJLRQDOWUHQGVWKDWRƬHURSSRUWXQLWLHVDQG SURGXFWLYLW\ZRUNLQHQWHUSULVHV IRUPDOVHFWRU )R[ challenges to transformation—the move from lower DQG.DXO $RQHSHUFHQWDJHSRLQWLQFUHDVHLQ to higher productivity sectors and raising within JURZWKRIWKHZRUNLQJDJHSRSXODWLRQUDWHUHVXOWV sector productivity growth—and so need to be LQDSHUFHQWLQFUHDVHLQ*'3SHUFDSLWD %ORRP factored in to country transformation strategies. HWDO )HZHUFKLOGUHQHQDEOHJUHDWHUIHPDOH )RUH[DPSOHPDQ\FRXQWULHVDUHH[SHULHQFLQJUDSLG ODERUIRUFHSDUWLFLSDWLRQPRUHLQFRPHLQYHVWHGLQ XUEDQL]DWLRQZKLFKFDQEHDERRQIRULQQRYDWLRQDQG HGXFDWLRQDQGULVLQJUHWLUHPHQWLQFRPH UDSLGHFRQRPLFJURZWKGXHWRSURGXFWLYLW\DQGVNLOOV VSLOORYHUV )R[DQG)LOPHU EXWLWDOVRSUHVHQWV Achieving a demographic dividend is, of course, DFKDOOHQJHIRUJRYHUQPHQWVLQVXSSRUWLQJWKRVHOHIW not automatic; it requires strong policy support EHKLQGLQUXUDODUHDV&OLPDWHFKDQJHDPDMRUJOREDO to ensure there are enough productive jobs and WUHQGWKUHDWHQVSURGXFWLYLW\LQNH\VHFWRUVVXFKDV a workforce with the right skills for those jobs DJULFXOWXUH$GDSWLQJWRFOLPDWHFKDQJHZLOOUHTXLUHUH 'UXPPRQGHWDO 7KH66$UHJLRQZLOOKDYH WUDLQLQJIRUORZDQGPLGGOHVNLOOZRUNHUVEXWWKHUHDUH WRFUHDWHSURGXFWLYHMREVDWDQDYHUDJHRIDERXW RSSRUWXQLWLHVIRUSDUWLFXODUO\KLJKVNLOOHGZRUNHUVLQ PLOOLRQHDFK\HDUXQWLOsDIDVWSDFHWRDEVRUE FUHDWLQJJUHHQLQGXVWULHV 81(6&2 7ZRPDMRU QHZHQWUDQWVLQWRWKHODERUIRUFH7KLVLVWZLFHDV WUHQGVDUHH[SORUHGLQPRUHGHWDLOEHORZ DJURZLQJ PDQ\MREVWKDQKDYHEHHQFUHDWHGLQWKHODVWƮYH \RXWKSRSXODWLRQDQGWKHSRWHQWLDOIRUDGHPRJUDSKLF \HDUV ,0) &OHDUO\WKHVLJQLƮFDQWLQFOXVLYH GLYLGHQGDQGUDSLGDGYDQFHVLQWHFKQRORJ\ JURZWKUHTXLUHGWRKDUQHVVWKHGHPRJUDSKLFGLYLGHQG PHDQVWKDWWUDQVIRUPDWLRQRI$IULFDoVHFRQRPLHVLV Demographic dividend FUXFLDO)XUWKHUPRUHVXVWDLQHGHQFRXUDJHPHQWRI YROXQWDU\3ODQQHG3DUHQWKRRGVKRXOGEHDSULRULW\ Africa is yet to experience the demographic 7KH:RUOG%DQN UHFRPPHQGVDVWURQJIRFXV transition that propelled rapid economic growth in RQWKHHGXFDWLRQRIJLUOVDQGZRPHQDVZHOODVKLJKHU East Asia by expanding the working age population ODERUIRUFHSDUWLFLSDWLRQE\ZRPHQDVWKHVHKLJKO\ and simultaneously decreasing the dependency FRUUHODWHZLWKORZHUIHUWLOLW\UDWHV ratio.193RSXODWLRQJURZWKUDWHVVLQFHKDYHEHHQ KRYHULQJDURXQGSHUFHQWDQQXDOO\DOPRVWGRXEOLQJ Rapid technological advances WKHFRQWLQHQWoVSRSXODWLRQGXULQJWKHSHULRG ,/267$7 7KXVHGXFDWLRQDQGVNLOOVFKDOOHQJHVLQ$IULFD The global impact of 4IR on economies and, in 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7KHPDQXIDFWXULQJVHFWRULVYHU\VPDOOLQ JDLQV VKRXOGERRVWDJJUHJDWHGHPDQG $IULFDHPSOR\LQJOHVVWKDQSHUFHQW6RHYHQ +LVWRULFDOO\WHFKQRORJ\LQQRYDWLRQKDVVXSSRUWHG WKRXJKWKHVHFWRUPLJKWEHPRUHVXVFHSWLEOHWR SURGXFWLYLW\JURZWKDQGQHWMREFUHDWLRQ $XWRU DXWRPDWLRQWKHLPSDFWRIDXWRPDWLRQLVVPDOO DQG6DORPRQV$I'%DQG,0) H[FHSWLQWHUPVRIORVVRISRWHQWLDOMREVDVWKHORZ %HVVHQ ƮQGVWKDWFRPSXWHUXVHLV FRVWODERUDGYDQWDJHLVQRORQJHUDIDFWRU DVVRFLDWHGZLWKDSHUFHQWSHUDQQXPMREORVVLQ z 7KHUHLVQoWFOHDUHYLGHQFH\HWWKDWQHZ PDQXIDFWXULQJEXWDSHUFHQWSHUDQQXPULVH WHFKQRORJLHVDUHFDXVLQJDSRODUL]DWLRQRIWKH LQQDWLRQDOHPSOR\PHQW3URGXFWLYLW\JURZWKLQDQ ODERUPDUNHWLQORZDQGPLGGOHLQFRPHFRXQWULHV LQGXVWU\WHQGVWRJHQHUDWHSRVLWLYHHPSOR\PHQW 0DORQH\DQG0ROLQD (PHUJLQJHFRQRPLHV VSLOORYHUVHOVHZKHUHLQWKHHFRQRP\ $XWRUDQG PD\VHHDULVHLQPLGGOHZDJHMREVLQVHUYLFHV 6DORPRQV $OVR0DQQDQG3XWWHUPDQ FRQVWUXFWLRQHWF 0*,E ƮQGWKDWDRQHXQLWLQFUHDVHLQQHZ DXWRPDWLRQSDWHQWVOHDGWRDSHUFHQWLQFUHDVH z ,5PD\KDVWHQIRUPDOL]DWLRQWKURXJKQHZ LQWKHHPSOR\PHQWWRSRSXODWLRQUDWLR 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%LJGDWDDQGWKH,QWHUQHWRI7KLQJV ,R7 DUHPDNLQJ )RUH[DPSOHFRXQWULHVFRXOGVXSSRUWWKHXVHRI pWHOHSKRQHIDUPLQJqDUHDOLW\25 The prospects are IHUWLOL]HUVWKURXJKVKRUWWHUPZHOOWDUJHWHGVXEVLGLHV JRRGIRUDPLGGOHFODVVDEOHWRIDUPRXWRIWRZQ IRUSRRUVPDOOKROGHUV3URJUDPVWKDWKHOSIDUPHUV UHPRWHO\FUHDWLQJWKHPHGLXPVFDOHIDUPLQJ SXUFKDVHIDUPPDFKLQHU\WRUHQWRXWWRRWKHUIDUPHUV VHJPHQWtWKHFUXFLDOPLVVLQJPLGGOHLQWKHIDUPLQJ LQDGGLWLRQWRXVLQJLWRQWKHLURZQIDUPZRXOGDOVR HFRV\VWHPtWKDWGULYHVWUDQVIRUPDWLRQEULQJVLQ HQDEOHIDUPHUVWRH[SDQGFXOWLYDWHGDUHDVDQGUDLVH LQYHVWPHQWOLQNDJHWRPDUNHWVDQGNQRZKRZWKDW \LHOGV6XFKSURJUDPVKHOSWKHRZQHUIXOO\XWLOL]HWKH VSLOOVRYHUWRVPDOOKROGHUIDUPHUV7KLVVHJPHQWRI PDFKLQHtDQGTXLFNO\UHFRYHUFRVWtDQGH[SDQG commercial farmers can contract smallholder farmers PHFKDQL]DWLRQDFFHVVWRQHDUE\IDUPHUVZKRODFNWKH DQGSURYLGHUXUDOHPSOR\PHQW $&(7 7KXV FDSLWDORUFUHGLWWRSXUFKDVHWKHLURZQPDFKLQHV7KLV ZKLOHVRIDUWKHUHKDVQRWEHHQDQ\UHOLDEOHHVWLPDWHV DSSURDFKLVEHLQJWULHGLQ*KDQD $&(7 3XEOLF 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Customary land tenure systems of farming (and agribusiness in general) to be ZLOOQHHGUHIRUPLQJE\VHFXULQJODQGULJKWVHDVLQJ SURƮWDEOHDQGVXSSRUWWKHFRPPHUFLDOL]DWLRQ DFFHVVWRODQGSURWHFWLQJWKHODQGULJKWVRIORFDO of farming. 0DFURHFRQRPLFWUDGHDQGUHJXODWLRQ FRPPXQLWLHVIURPGLVSRVVHVVLRQE\ODUJHLQYHVWRUV SROLFLHVLQDGGLWLRQWRSXUHO\DJULFXOWXUDOSROLFLHV DQGSURPRWLQJSULQFLSOHVRIUHVSRQVLEOHDJULFXOWXUDO should aim to reduce the considerable natural and LQYHVWPHQW/DQGUHQWDOPDUNHWVIRUH[DPSOHKDYH SROLF\ULVNVIDFLQJIDUPHUVDQGVXSSRUWWKHHƱFLHQW EHHQVKRZQWRSURPRWHFRPPHUFLDOIDUPLQJLQ*KDQD GHYHORSPHQWDQGIXQFWLRQLQJRIDJULFXOWXUDOLQSXW DQGWRHQFRXUDJHWKHWUDQVIHURIODQGWRVPDOOHU DQGRXWSXWPDUNHWV)RUH[DPSOHWRVXSSRUWRXWSXW VFDOHIDUPHUVLQ6XGDQ )R[DQG)LOPHU ,WDOVR PDUNHWVFRXQWULHVVKRXOGLQYHVWLQWUDQVSRUW UHTXLUHVIDUPHUVWRKDYHDGHTXDWHDFFHVVWRpJUHHQ LQIUDVWUXFWXUHLQWKHPHGLXPWRORQJUXQZKLOH UHYROXWLRQqWHFKQRORJLHVVXFKDVLPSURYHGVHHGV LQFUHDVLQJWKHDYDLODELOLW\RIFKHDSpƮUVWPLOHq IHUWLOL]HUIDUPHUHGXFDWLRQLUULJDWLRQ ZKHUHQHHGHG 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The reasons include SODWIRUPVVXFKDV0&KDQJDLQ.HQ\DDUHDOUHDG\ OLPLWHGVXSSO\FDSDFLW\ODFNRILQWHOOHFWXDOSURSHUW\ KHOSLQJWRPDWFKLQYHVWRUVWRDUDQJHRILQGLYLGXDOV SURWHFWLRQREVROHWHSROLFLHVDQGUHJXODWLRQVDQG DQGSURMHFWVLQFUHDWLYHLQGXVWULHVDQGVRVXSSRUW XQGHULQYHVWPHQWSDUWLFXODUO\LQLQIUDVWUXFWXUH JURZWK $IULFDQ%XVLQHVV 1HYHUWKHOHVVWKHUDSLGULVH RIWKH1LJHULDQPRYLHLQGXVWU\1ROO\ZRRGVKRZV Job creation in capital WKDWHQWUHSUHQHXUVDUHRYHUFRPLQJVRPHREVWDFOHV 1ROO\ZRRGLVQRZWKHVHFRQGELJJHVWHPSOR\HULQ intensive sectors 1LJHULDDIWHUDJULFXOWXUHHPSOR\LQJFORVHWR SHRSOHGLUHFWO\DQGRYHUPLOOLRQLQGLUHFWO\ +UXE\ %RWKWKHFRQVWUXFWLRQDQGH[WUDFWLYHVVHFWRUVKDYH 0RWLRQSLFWXUHVVRXQGUHFRUGLQJVDQGPXVLF KLJKJURZWKSRWHQWLDOEXWDUHERWKFDSLWDOLQWHQVLYH SURGXFWLRQVDFFRXQWIRUSHUFHQWRI1LJHULDoV DQGXQOLNHO\WRFUHDWHUHODWLYHO\PDQ\MREVGLUHFWO\ *'3 /RSHV 'HYHORSLQJ$IULFDoVFUHDWLYH 7KHLULQGLUHFWMREFUHDWLRQSRWHQWLDOLVPXFKJUHDWHU HFRQRP\FRXOGWULJJHUDYDOXHFKDLQEHWZHHQDUWLVWV JLYHQWKHLUOLQNVWRRWKHUVHFWRUVDQGSRWHQWLDOWR HQWUHSUHQHXUVGLVWULEXWRUVDQGVXSSRUWVHUYLFHV JHQHUDWHSRVLWLYHVSLOORYHUV DFURVVPXOWLSOHVHFWRUVWRSURYLGHPRGHUQMREV Construction is forecast to grow strongly, by HVSHFLDOO\IRUWKH\RXWKDQGZRPHQ 4.4% year on year to 2030 (ILOSTAT, 2017) The Creative Britain report (Newbigin, n.d.) 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,QPDQ\$IULFDQFRXQWULHVFXUULFXODDUHRIWHQ pRYHUORDGHGqULJLGDQGODFNDIRFXVRQQRQFRJQLWLYH and the formal secondary DVZHOODVEDVLFFRJQLWLYHVNLOOV0XOWLSOHPLQLVWULHV TVET system DQGLQVWLWXWLRQVDUHLQYROYHGLQFXUULFXODGHFLVLRQ PDNLQJOHDGLQJWRKHDY\EXUHDXFUDF\WKDWFDQVORZ The quality and relevance of most TVET in the PRGHUQL]DWLRQDQGDGDSWDELOLW\WREHWWHUVWDQGDUGV region is also low.79(7V\VWHPVQHHGXUJHQWUHIRUP 7KHFXUULFXODGHVLJQSURFHVVDQGFRQWHQWVKRXOG ,/2 %ORPDQGRWKHUVLQ:RUOG%DQN EHVWUHDPOLQHGDQGLQFOXGHERWKWKHFRJQLWLYHDQG KDYLQJVXƬHUHGIURP\HDUVRIXQGHULQYHVWPHQW QRQFRJQLWLYHVNLOOVWKDWDUHQHHGHGLQWKHGLJLWDODQG .LQJRPEH 7KH\DUHRIWHQVXSSO\GULYHQDQG JOREDOL]HGHFRQRP\DVGHVFULEHGDERYH :RUOG%DQN V\VWHPVODFNDFOHDU79(7VWUDWHJ\ZLWKVWURQJ %URRNLQJV 7KDWLQFOXGHVGHYHORSLQJ DFFRXQWDELOLW\DQGƮQDQFLQJV\VWHPVWKDWDUH HQWUHSUHQHXULDOVNLOOVZKLFKLQFOXGHQRQFRJQLWLYH WLHGWRSHUIRUPDQFHPHDVXUHV 81(6&2 VNLOOVDUHODWLYHO\QDVFHQWDUHDDOWKRXJKVRPH 7UDLQHUVHLWKHUGRQoWKDYHWKHLQGXVWU\DQGSUDFWLFDO JRRGH[DPSOHVH[LVWVXFKDV(GXFDWHLQ5ZDQGD H[SHULHQFHQHHGHGRUDQXQGHUVWDQGLQJRIHƬHFWLYH DQG8JDQGD7KHSURJUDPVSURYLGHVWUDLQLQJIRU SHGDJRJLFDOWHFKQLTXHV50 2NHWFKDQG/ROZDQD secondary school students in leadership and &RQWLQXLQJSURIHVVLRQDOGHYHORSPHQWIRU79(7 HQWUHSUHQHXUVKLSVNLOOVDVZHOODVDPHQWRUWRKHOS WUDLQHUVLVRIWHQDGKRFDQGJHDUHGWRZDUGVWHDFKHUV VWDUWUHDOEXVLQHVVHV3DUWLFLSDQWVDUHVLJQLƮFDQWO\ LQJHQHUDOVFKRROLQJDQGZRUNSODFHH[SRVXUHRU PRUHOLNHO\WRRZQDEXVLQHVVDQGHDUQPRUHLQFRPH LQGXVWU\WUDLQLQJLVQRW\HWDVWUXFWXUHGSDUWRI79(7 DVDUHVXOW WHDFKHUWUDLQLQJLQPRVWFRXQWULHV *ULMSVWUD $VDUHVXOW79(7LVRIWHQVHHQDVDORZTXDOLW\ Curricula at lower secondary should include some RSWLRQDLPHGDWVWXGHQWVZKRKDYHGURSSHGRXWRI practical elements linked to key economic sectors, WKHDFDGHPLFURXWHZKLFKLQWXUQPDNHVLWGLƱFXOWWR VXFKDVDJULFXOWXUHWRUHưHFWWKHIDFWWKDWPDQ\ UHFUXLWKLJKTXDOLW\WUDLQHUV young students will move into the labor force after ORZHUVHFRQGDU\HGXFDWLRQRUSRVVLEO\VRPH79(7 A key lesson from more advanced TVET systems +RZHYHUWKDWVKRXOGQRWEHDWWKHFRVWRIGHOLYHULQJ is that private sector engagement, in designing DQDOOURXQGJRRGTXDOLW\EDVLFHGXFDWLRQ XSWRDQG and delivering TVET, is crucial for quality and LQFOXGLQJORZHUVHFRQGDU\ $WXSSHUVHFRQGDU\ relevance. 79(7V\VWHPVQHHGWREHGHPDQGGULYHQ curricula also need to better prepare students DQGG\QDPLFVRWKH\FDQUHVSRQGWRWKHFKDQJLQJ IRUZRUNLQNH\HFRQRPLFVHFWRUVE\LQWHJUDWLQJ QHHGVRIWKHODERUPDUNHW :RUOG%DQN ZKLFKLQ HFRQRPLFDOO\UHOHYDQWNQRZOHGJH HJOLQNHGWR WXUQGHSHQGVRQSULYDWHVHFWRULQSXWLQWKHGHVLJQRI WKHNH\VHFWRUVLQHDFKFRXQWU\ DQGSUDFWLFDO 79(7FXUULFXODDQGVWDQGDUGV6WXGHQWVDOVRQHHGWR EHHQFRXUDJHGWRWUDLQIRUZRUNLQNH\VHFWRUVUDWKHU WKDQDLPLQJIRUVXEMHFWVZKHUHWKHUHLVZHDNODERU 7KH&HQWHUIRU&XUULFXOXP5HGHVLJQ &&5KWWS FXUULFXOXPUHGHVLJQRUJ LVDQRQSURƮWJOREDORUJDQL]DWLRQ GHPDQG)RUH[DPSOHRXUIRFXVJURXSGLVFXVVLRQIRU GHGLFDWHGWRLPSURYLQJHGXFDWLRQ,WEULQJVWRJHWKHULQWHUQDWLRQDO WKHDFFRPSDQ\LQJFDVHVWXG\LQ*KDQDFRQƮUPHG RUJDQL]DWLRQVMXULVGLFWLRQVDFDGHPLFLQVWLWXWLRQVFRUSRUDWLRQV DQGQRQSURƮWRUJDQL]DWLRQVLQFOXGLQJIRXQGDWLRQV,WIRFXVHVRQ 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ormal TVET institutions try to prepare students DQGGHƮQLQJDQDFFRXQWDELOLW\V\VWHPIRUSURYLGHUV IRUZRUNLQWKHYHU\VPDOOIRUPDOVHFWRUEXWPRVW VXFKDVRXWFRPHVEDVHGIXQGLQJDJUHHPHQWV of the opportunities are in the informal sector and WRJXDUGTXDOLW\52+RZHYHU79(7SURYLVLRQLQWKH VHOIHPSOR\PHQW79(7FXUULFXODVKRXOGLQFOXGH SULYDWHVHFWRULVODUJHO\XQGRFXPHQWHGDQGVRD HQWUHSUHQHXUVKLSWUDLQLQJGHYHORSLQJVNLOOVIRU ƮUVWVWHSVKRXOGEHWRJDWKHUGDWDWRJHWDFOHDUHU VHOIHPSOR\PHQWDQGHQVXULQJVWXGHQWVKDYHJRRG XQGHUVWDQGLQJRIWKHVHFWRUEHIRUHLPSOHPHQWLQJ WUDQVIHUDEOHVNLOOVWKDWFDQEHDSSOLHGDFURVVMREV PHDVXUHVWRH[SDQGLW53 $NRRMHH ZLWKLQDFKRVHQVHFWRU Many countries, including Botswana, Ghana, and 7KHSULYDWHVHFWRUDOVRKDVDNH\UROHWRSOD\LQ South Africa, are reforming their TVET systems SURYLGLQJHVVHQWLDOZRUNH[SHULHQFHRUSUDFWLFDO but the evidence on what works isn’t very clear. WUDLQLQJRSSRUWXQLWLHVIRUVWXGHQWV )DUHVDQG3XHUWR 2QJRLQJ79(7UHIRUPVLQWKH66$UHJLRQDUHPRVWO\ )RUH[DPSOHLQ6LQJDSRUH79(7VWXGHQWV EDVHGRQWKHOHVVRQVOHDUQHGLQWKH VLQ$VLD RIWHQZRUNRQSURMHFWVFRPPLVVLRQHGE\SULYDWH 2(&'FRXQWULHVDQG/DWLQ$PHULFD :RUOG%DQN LQGXVWU\LQWKHLUƮ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ƮUPVQRWVHHLQJVNLOOVWUDLQLQJDVDQLQYHVWPHQW WKDWWKH\EHQHƮWIURP)LUPVFLWHGRWKHUUHDVRQV 51 TVET is relatively expensive to deliver but given IRUORZHQJDJHPHQWVXFKDVFDSDFLW\DQGUHVRXUFH WKHEHQHƮWRIDTXDOLW\79(7V\VWHPIRUƮUPV FRQVWUDLQWV WRHQJDJHZLWK79(7FROOHJHV DVZHOODV governments across the world are increasingly VDIHW\ULVNV .ROYHU )XUWKHUPRUHPDQ\79(7 looking to the private sector to help fund the cost UHIRUPVLQ$IULFDQFRXQWULHVKDYH\HWWREHWKRURXJKO\ through taxes and levies/HYLHVFDQDOVRKHOSDOLJQ HYDOXDWHG 79(7LQVWLWXWLRQVDQGWUDLQLQJFHQWHUVWRJRYHUQPHQW UHJXODWLRQVDQGQDWLRQDOWUDLQLQJVWUDWHJLHV 5'DQG 79(7UHIRUPVDUHRIWHQDPELWLRXVEXWSURJUHVV 6((.'HYHORSPHQWDQG,/2DQG LVVORZGXHWRFDSDFLW\DQGUHVRXUFHFRQVWUDLQWV but institutions will want a say in how the money is IUHTXHQWJRYHUQPHQWFKDQJHVDQGUHVLVWDQFHWR VSHQW6RPH$IULFDQFRXQWULHVLQFOXGLQJ%RWVZDQD FKDQJH .LQJRPEH 2IWHQPXOWLSOHPLQLVWULHV DQG7DQ]DQLDKDYHLQWURGXFHGƮUPOHYLHVEXWWKH\oUH DUHLQYROYHGDQGDODFNRIFRRUGLQDWLRQDQGDOLJQPHQW JHQHUDOO\PDQDJHGE\WKHSXEOLFVHFWRUZKRVWUXJJOH KDPSHUVSURJUHVV5DWKHUWKDQVHWWLQJRYHUDPELWLRXV WRDOLJQWKHIXQGZLWKVNLOOVQHHGV7KH\KDYHDOVR UHIRUPDJHQGDVWKDWPD\EHKDUGWRGHOLYHUFRXQWULHV SURYHGXQSRSXODUZLWKWKHUHODWLYHO\VPDOOSURSRUWLRQ FRXOGGHYHORSD79(7UHIRUPVWUDWHJ\DVSDUWRID RIƮUPVZKRPDNHXSWKHIRUPDOWD[EDVHLQ$IULFDQ ZLGHUHFRQRPLFVWUDWHJ\DQGLGHQWLI\DVHWRISULRULW\ countries which also puts the sustainability of that DUHDVRUVHFWRUVWRIRFXVRQZLWKZHOOGHƮQHG ƮQDQFLQJLQWRTXHVWLRQ The private sector, with the right incentive 0DQ\FRXQWULHVVWLOOXVHLQSXWEDVHGIXQGLQJUDWKHUWKDQRXWSXW framework, could help deliver high quality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ƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 34 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems LPSOHPHQWDWLRQSODQVWKDWLQFOXGHPRQLWRULQJDQG QRZDQGLQWKHORQJUXQtWKDWPHDQVDYRLGLQJYHU\ HYDOXDWLRQ%DVHGRQWKHHYLGHQFHFRXQWULHVFDQ QDUURZVNLOOVWKDWPD\TXLFNO\EHFRPHRXWGDWHGDQG FRQVLGHUZKLFKUHIRUPVPD\EHZRUWKVFDOLQJXS OHDYHWKHPYXOQHUDEOHWRMREORVV :RUOG%DQN *LYHQWKHUHODWLYHO\SRRUTXDOLW\RIIRUPDOSXEOLF 79(7V\VWHPVWRGDWHtKLJKGHOLYHU\FRVWVZKLOH 7KHWUHQGLVWRZDUGVJUHDWHUưH[LELOLW\EHWZHHQ SURYLGLQJOLWWOHIRXQGDWLRQIRUMREVtDSULRULW\VKRXOG TVET and the general education route. &RPSDUDWLYH EHLPSURYLQJTXDOLW\DQGHƱFLHQF\EHIRUHWU\LQJWR studies conclude that secondary education and TVET VLJQLƮFDQWO\H[SDQGDFFHVV,WLVDOVRLPSRUWDQWWKDW VKRXOGEHFRPSOHPHQWDU\DQGưH[LEOH$ORWRIKLJKHU FRXQWULHVFRQWLQXHWRVKDUHDQGGLVFXVVWKHHYLGHQFH LQFRPHFRXQWULHVQRZKDYHFORVHDQGưH[LEOHOLQNV EDVHRQLQWHUYHQWLRQV EHWZHHQWKHWZRDQGLQWRWKHWHUWLDU\OHYHOV 2(&' 7KLVDOVRPHDQVDOORZLQJWKHRSSRUWXQLW\ IRUKLJKHUOHYHODQGVSHFLDOL]HG79(7VWXG\ OHYHO The link between TVET and DQGDERYH LQSULRULW\VHFWRUVZLWKFOHDUSDWKZD\V LQWRZRUNRUIXUWKHUVWXG\)RUH[DPSOH6LQJDSRUHoV upper secondary education pEULGJHVDQGODGGHUVqV\VWHPJLYHVưH[LELOLW\IRU VWXGHQWVtQRWMXVWEHWZHHQDQGZLWKLQ79(7DQG TVET should begin after lower secondary secondary education but also between employment education at the earliest as students need good DQGWKHHGXFDWLRQV\VWHPtDQGRSSRUWXQLWLHVIRU foundational skills to engage in technical and VWXGHQWVWRSURJUHVVDVIDUDVWKHLULQWHUHVWVDQG YRFDWLRQDOHGXFDWLRQDQGWUDLQLQJHƬHFWLYHO\54 The DELOLW\DOORZVWKHP7KLVưH[LELOLW\PDNHV79(7PRUH JHQHUDOWUHQGLQ2(&'FRXQWULHVDQG$VLDLVWRZDUGV DSSHDOLQJDQGLVSDUWLFXODUO\LPSRUWDQWDVUDSLG 79(7VWDUWLQJDWXSSHUVHFRQGDU\,QGHHGGHOD\LQJ WHFKQRORJLFDOFKDQJHDQGFRQVWDQWO\FKDQJLQJ WKHVWDUWLQJSRLQWIRU79(7KDVKDGDSRVLWLYHLPSDFW ODERUPDUNHWGHPDQGVZLOODƬHFWWKHVNLOOVQHHGHG RQHGXFDWLRQDWWDLQPHQW -DNXERZVNLHWDO E\VWXGHQWVDQGHQWDLOOLIHORQJOHDUQLQJ 2NHWFKDQG 79(7 DQGJHQHUDOHGXFDWLRQ VKRXOGDOLJQZLWKORFDO /ROZDQD ,/2 DQG5'DQG ODERUPDUNHWQHHGVEXWWKHGHJUHHRIVSHFLDOL]DWLRQ ZLOOGHSHQGRQFRXQWU\VSHFLƮFFLUFXPVWDQFHV7KH The distinction between the TVET and upper NH\LVWRHQVXUHVWXGHQWVKDYHDEURDGHQRXJKVNLOO secondary education is also becoming less clear. VHWVWKDWZLOOKHOSWKHPJDLQSURGXFWLYHHPSOR\PHQW /RZHUDQGXSSHUVHFRQGDU\HGXFDWLRQLVPRYLQJ WRZDUGVPRUHYRFDWLRQDOFRQWHQWDQG79(7V\VWHPV 7KLVLVLQOLQHZLWKHYLGHQFHIURPPLGGOHDQGKLJKLQFRPH DUHWHQGLQJWRZDUGVWHDFKLQJPRUHJHQHUDODVZHOODV FRXQWULHV Box 4.2: Reforming the TVET System Ghana and Senegal *KDQDLVSUHSDULQJDZLGHUDQJLQJ79(7VWUDWHJ\WKDWZLOOEHSXEOLVKHGVRRQ+RZHYHUWKHVFDOHRIWKH FKDOOHQJHLQUHIRUPLQJ79(7LVYDVWJLYHQWKHUHODWLYHO\ORZVWDUWLQJSRVLWLRQ,WZLOOEHLPSRUWDQWWRSULRULWL]H UHIRUPVEDVHGRQDPXFKEHWWHUXQGHUVWDQGLQJRIFXUUHQWDQGIXWXUHVNLOOVJDSVDQG79(7SURYLVLRQLQWKH LQIRUPDODQGIRUPDOVHFWRUV,WPD\PHDQSULRULWL]LQJVHFWRUVLQZKLFKWRWHVWDQGHYDOXDWHDSSURDFKHVƮ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ƮHGVKRUWGXUDWLRQWUDLQLQJIRU\RXQJSHRSOHZKRDUHH[FOXGHG IURPWKHHGXFDWLRQV\VWHPODFNUHOHYDQWTXDOLƮFDWLRQVWRJHWDMRERUZRUNLQSURIHVVLRQVWKDWKDYH VLJQLƮFDQWUHVSRQVLELOLWLHVEXWODFNUHJXODWLRQVXFKDVWD[LGULYHUV7KLVLVDQLPSRUWDQWSROLF\LQQRYDWLRQ LQ6HQHJDOEHFDXVHRIWKHKLJKVFKRROH[FOXVLRQUDWHVDQGUHODWLYHO\ORZSULPDU\DQGORZHUVHFRQGDU\ FRPSOHWLRQUDWHV 81(6&2 +RZHYHUWKHORQJUXQJRDOVKRXOGEHWRHQVXUHDOOVWXGHQWVDFKLHYHD KLJKTXDOLW\ORZHUVHFRQGDU\HGXFDWLRQEHIRUHPRYLQJLQWRDQ\IRUPRI79(7 35 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems WHFKQLFDODQGYRFDWLRQDOVNLOOV 2NHWFKDQG/ROZDQD .HQ\DLQFUHDVHGIHPDOHXSWDNHRInPDOHGRPLQDWHGo ,/2 DQG5'DQG +RZHYHU VXEMHFWVE\SHUFHQWDJHSRLQWVZKHQVWXGHQWVZHUH TVET has an important and distinct role in education SURYLGHGZLWKDFFXUDWHLQIRUPDWLRQDERXWUHWXUQVWR GHOLYHU\VRFRXQWULHVVKRXOGDYRLGWKHWHPSWDWLRQWR FRXUVHV +LFNVHWDO VXEVXPHLWZLWKLQDFDGHPLFVHFRQGDU\VFKRROV,Q %RWVZDQDIRUH[DPSOHp%ULJDGHVqZHUHVHFRQGDU\ Low participation and performance in STEM- TVET institutions that successfully combined some related subjects has been an issue in several DFDGHPLFVXEMHFWV (QJOLVKPDWKHPDWLFVVFLHQFH countries across the world, so many initiatives have ZLWKFRPPXQLW\EDVHGDSSUHQWLFHVKLSVDQGSUDFWLFDO been tried and tested. 67(0GHOLYHU\FDQDOVREH OHDUQLQJRIVSHFLƮFWUDGHV%XWLQWKHODVW\HDUVWKH H[SHQVLYHDQGVRSDUWQHUVKLSVZLWKRWKHUFRXQWULHV %ULJDGHVPRYHGXQGHUWKH0LQLVWU\RI(GXFDWLRQDQG GRQRUVDQGWKHSULYDWHVHFWRUWRVKDUHH[SHUWLVHDQG VXƬHUHGIURPORZIXQGLQJ7KH\KDYHVLQFHEHFRPH EULQJLQƮQDQFLQJWRLPSURYH67(0SHUIRUPDQFHLQ OHVVUHOHYDQWDQGHƬHFWLYHDQGXQGHUXWLOL]HG 66$FRXQWULHVZLOOEHLPSRUWDQW2QHVXFKH[DPSOH LVWKH:RUOG%DQNsIXQGHG3DUWQHUVKLSIRU6NLOOVLQ $SSOLHG6FLHQFHV(QJLQHHULQJDQG7HFKQRORJ\ZKLFK The importance of EULQJVJRYHUQPHQWVIURP6XE6DKDUDQ$IULFDWKH STEM performance and SULYDWHVHFWRUDQGSDUWQHUVLQFOXGLQJ%UD]LO&KLQD DQG,QGLDWRZRUNWRJHWKHUDQGVKDUHH[SHUWLVHWR participation for future work KHOSEXLOGKXPDQFDSLWDOLQWKHUHJLRQLQFOXGLQJ67(0 VNLOOVLQSULRULW\DUHDV A substantial increase in STEM participation will be needed if countries are to make the most of the opportunities presented by 4IR and drive transformation. )RUH[DPSOHWKH$IULFD$JHQGD Box 4.3: Strengthening )UDPHZRUN'RFXPHQWVHWVDWDUJHWRISHUFHQWRI STEM in Ghana and DOOKLJKVFKRROJUDGXDWHVJRLQJWRWHUWLDU\HGXFDWLRQ ZLWKSHUFHQWRIWKRVHJUDGXDWLQJLQVFLHQFHDQG Senegal WHFKQRORJ\UHODWHGVXEMHFWV7KDWWDUJHWLVWZLFHWKH JOREDODYHUDJHHQUROPHQWRISHUFHQWDQGPRUH *KDQDLVLQWURGXFLQJDWHDFKHUDQGOHDUQLQJ WKDQHLJKWWLPHVWKH6XE6DKDUDQ$IULFDQDYHUDJHRI SRUWDOLQVFKRROVWDUJHWHGDW67(0XSWDNH SHUFHQW 7LNO\HWDO 6RPHFRXQWULHVVXFKDV DVSDUWRIDVHFRQGDU\HGXFDWLRQLPSURYHPHQW 1LJHULDKDYHLQWURGXFHGLQVWLWXWLRQWDUJHWVIRU67(0 SURMHFWZLWKWKH:RUOG%DQN 7KHSRUWDO JUDGXDWHVEXWWKH\DUHGLƱFXOWWRHQIRUFHOHJDOO\ will allow teachers and students access to RQOLQHOHDUQLQJDQGWHDFKLQJUHVRXUFHVZLWKD Low STEM participation at upper secondary is IRFXVRQVFLHQFHDQGPDWKHPDWLFV7HDFKHUV driven, in part, by low attainment in STEM related ZLOODOVRJHWVXSSRUWLQXVLQJ,&7WRKHOSWHDFK subjects at lower secondary.6RLQFUHDVLQJ HƬHFWLYHO\7KHSRUWDOZLOODFWDVDSODWIRUPIRU 67(0XSWDNHDQGSHUIRUPDQFHZLOOUHTXLUHODUJH NQRZOHGJHH[FKDQJHDQGGLVFXVVLRQLQQDWLRQDO LPSURYHPHQWVLQWKHTXDOLW\RI67(0HGXFDWLRQLQ DQGLQWHUQDWLRQDOQHWZRUNV WKHSULPDU\DQGVHFRQGDU\SKDVHV7KLVPHDQV LPSOHPHQWLQJPHDVXUHVWRDGGUHVVWKHDFXWH 6HQHJDOKDVWDNHQVWHSVWRLPSURYHWKH VKRUWDJHRI KLJKTXDOLW\ 67(0WHDFKHUVHQVXULQJ XSWDNHDQGSHUIRUPDQFHRI67(0UHODWHG HQRXJKUHVRXUFHVWRPHHWWKHUHODWLYHO\KLJKFRVWRI 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DFWLRQLVQHHGHGSDUWLFXODUO\IRUIHPDOHDQG ([WUDFXUULFXODU67(0FDPSVDQGFOLQLFV IRUH[DPSOH GLVDGYDQWDJHGVWXGHQWV :RUOG%DQN 67(0FOLQLFVLQ*KDQDIRUIHPDOHVDLPWRGHP\VWLI\ 67(0WKURXJKLQIRUPDWLRQDQGGLVFXVVLRQVZLWK IHPDOHUROHPRGHOV DUHRIWHQXVHGWRWU\WRLQFUHDVH HQWKXVLDVPEXWWKHHYLGHQFHRQWKHLUHƬHFWLYHQHVV DQGVFDODELOLW\LVOLPLWHG 7LNO\HWDO -XVW SURYLGLQJLQIRUPDWLRQRQUHWXUQVWR67(0VXEMHFWV PD\KHOSLPSURYHXSWDNHSDUWLFXODUO\RIIHPDOHV)RU H[DPSOHDYRFDWLRQDOWUDLQLQJYRXFKHUSURJUDPVLQ 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 36 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems The role of ICT in education FRQVLGHUDEOHH[SHULHQFHZLWKpROGIDVKLRQqGLVWDQFH OHDUQLQJPHWKRGVVXFKDVLQWHUDFWLYHUDGLRWRHQULFK delivery WHDFKLQJSURFHVVHVE\LQWURGXFLQJLQWHUDFWLYHOHDUQLQJ DFWLYLWLHV Students across the world are already Technology can help African education systems DFFHVVLQJVHFRQGDU\HGXFDWLRQUHVRXUFHVRQOLQH to leapfrog55E\LPSURYLQJHƱFLHQF\FUHDWLYLW\ ZKLFKZLOOEHFRPHLQFUHDVLQJO\LPSRUWDQWLQ66$LQ and access to learning opportunities. 7KHHYLGHQFH KHOSLQJWRPHHWWKHVXUJHLQGHPDQGIRUVHFRQGDU\ LVVWLOOUHODWLYHO\ZHDNLQWHUPVRIWKHLPSDFWRIHDFK HGXFDWLRQ 'DQLHO W\SHRIWHFKQRORJ\RQHGXFDWLRQRXWFRPHVEXWWKHUH LVJURZLQJEHOLHIWKDW,&7LQWHJUDWLRQKDVDPXOWLSOLHU However, on average, ICT use in education in the HƬHFWWKURXJKWKHHGXFDWLRQDQGWUDLQLQJV\VWHP 8,6 region is low and expansion is slow. The chart :RUOG%DQN 5' DVLWFDQKHOSWR below shows computer resources are particularly FRQQHFWWHDFKHUVWRFRQWHQW JLYHVWXGHQWVDFFHVV RYHUVWUHWFKHGLQFRXQWULHVVXFKDV*DPELDDQG WRHGXFDWLRQPDWHULDOZKHUHWHDFKHUVDUHXQDYDLODEOH =DPELD:KLOHQRFRXQWU\KDVDSDUWLFXODUO\ORZUDWLR WDLORUOHDUQLQJWRDVWXGHQWoVQHHGV UHLQIRUFHOHDUQLQJ RIFRPSXWHUVWRVWXGHQWVFRPSDUHGWRRWKHUUHJLRQV VXFKDVZLWK(QH]D(GXFDWLRQLQ.HQ\DWKDWSURYLGHV FRXQWULHVVXFKDV5ZDQGDDQG0DXULWLXVKDYHPDGH TXHVWLRQVDQGDQVZHUVWRVWXGHQWVYLDPRELOH UHODWLYHSURJUHVVFRPSDUHGWRRWKHUFRXQWULHVLQWKH SKRQHV DQGPDNHOHDUQLQJPRUHLQWHUDFWLYHDQGIXQ UHJLRQ0DQ\FRXQWULHVKDYHUXVKHGDKHDGWRLQYHVW :RUOG%DQN 'LJLWDOWHFKQRORJLHVFRXOGDOVR LQFRPSOH[WHFKQRORJLFDOV\VWHPVRQO\WRƮQGWKDW VXSSRUWWKHGHYHORSPHQWRIKLJKHURUGHUFRJQLWLYH WKHSK\VLFDOLQIUDVWUXFWXUHWHDFKHUFDSDFLW\DQG DQGQRQFRJQLWLYHVNLOOV 3HGUR 7UXFDQR UHVRXUFHVDUHLQVXƱFLHQWWRVXSSRUWIXOORSHUDWLRQ 7HFKQRORJ\FRXOGDOVRGUDVWLFDOO\UHGXFHWKH RUPDLQWHQDQFH 8,6 58 The introduction of WLPHLWWDNHVWRXSGDWHFXUULFXOD ZKLFKRIWHQWDNHV ,&7KDVIDLOHGWRLPSURYHRXWFRPHVZKHUHWHDFKHUV \HDUV IRUSUHDQGLQVHUYLFHWHDFKHUWUDLQLQJVR KDYHQoWEHHQDEOHWRXVHDQGDSSO\WKHWHFKQRORJ\WR WKDWWHDFKHUVDQGVFKRROVNHHSXSWRGDWHZLWKWKH FRPSOHPHQWWKHLUWHDFKLQJHƬHFWLYHO\ :RUOG%DQN ODWHVWSHGDJRJLFDOWHFKQLTXHV,WFRXOGDOVRUHGXFH 7KHUHIRUHFRXQWULHVQHHGWRHQVXUHH[SDQVLRQ WKHWLPHLWWDNHVWRXSGDWHFXUULFXOXPLQVHFRQGDU\ RQ,&7LVFRPSOHPHQWHGZLWKWKHLQYHVWPHQWLQ VFKRROVDQG79(7LQVWLWXWLRQV WKHWHDFKHUFDSDFLW\WRXWLOL]HLWHƬHFWLYHO\LQWKH FODVVURRP 7HFKQRORJ\FDQDOVRGULYHHƱFLHQF\E\WUDFNLQJ and monitoring student outcomes. ICT applications Comprehensive strategies for the use of ICT in DUHGULYLQJLPSURYHGGDWDFROOHFWLRQDQGPRQLWRULQJ education are needed and should focus on building SUDFWLFHVDURXQGWKHZRUOG0RUHHƬHFWLYH ICT capacity as well as pedagogy and training (GXFDWLRQDO0DQDJHPHQW,QIRUPDWLRQ6\VWHPV (0,6 for teachers to use and apply ICT to support WKDWVXSSRUWGDWDWUDQVSDUHQF\DQGVKDULQJZLWKLQ teaching across subjects 8,6 7KDWPHDQV DQGEHWZHHQFRXQWULHVFDQGULYHDFFRXQWDELOLW\ LQFRUSRUDWLQJ,&7XVHDQGDSSOLFDWLRQLQWRWHDFKHU DQGLPSURYHGJRYHUQDQFHZKLFKLQWXUQFDQOHDGWR WUDLQLQJDQGFRQWLQXDOSURIHVVLRQDOGHYHORSPHQW It EHWWHURXWFRPHV $EGXO+DPLG )RUH[DPSOH DOVRPHDQVEDVLF,&7DQG67(0OLWHUDF\IRUDOO\RXQJ %ULGJH,QWHUQDWLRQDO$FDGHPLHVJLYHVHDFKWHDFKHUDQ VWXGHQWV(DUO\LQWHJUDWLRQRI,&7LQWRSULPDU\DQG HOHFWURQLFWDEOHWZLWKVFULSWHGOHVVRQV7KLVHQDEOHV secondary curricula should also be included in an KHDGWHDFKHUVDQGWHDFKHUVWRWUDFNWKHSURJUHVV RIHDFKFODVVDVZHOODVWHDFKHUDWWHQGDQFH WKH 7KHOLWHUDWXUHIRU66$LQFOXGHV 3DXO0XUSK\HWDO (FRQRPLVW 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7HDFKLQJDQGOHDUQLQJSURFHVVHVDOVRQHHGWRFKDQJHIRU FRQWHQWDUHHPHUJLQJIDFLOLWDWHGE\WKHJURZWKLQRQOLQHHGXFDWLRQ HGXFDWLRQV\VWHPVWROHDSIURJRWKHUFRXQWULHV %URRNLQJV,QVWLWXWH UHVRXUFHVDYDLODEOHYLDWKHLQWHUQHW )RUH[DPSOHQRQFRJQLWLYHVNLOOVFDQQRWEHWDXJKWE\ZURWH EXWUHTXLUHGLƬHUHQWWHDFKLQJDSSURDFKHV$QH[DPSOHLV/HDUQHU *XLGHV &DPIHGUXQSURJUDPV ZKRXVHVWXGHQWOHGOHDUQLQJDQG FROODERUDWLRQWKURXJKSHHUWRSHHUOHDUQLQJWRWHDFKVNLOOVVXFKDV UHVLOLHQFHDQGJRDOVHWWLQJ 37 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems ,&7VWUDWHJ\DVLWLVDQLPSRUWDQWOHYHUWRHQVXUH FRXUVHLQFRPSXWLQJVNLOOVLQWKHLUHGXFDWLRQRUZDLW VWXGHQWVGHYHORSGLJLWDOOLWHUDF\VNLOOV6HYHUDO XQWLOORZHUVHFRQGDU\HGXFDWLRQWRVWDUW )LJXUH FRXQWULHVGRQoW\HWLQFOXGHDQREMHFWLYHRUEDVLF ,&7LQWHUYHQWLRQVWKDWERRVWFDSDFLW\FDQEHFRVWO\ EXW3XEOLF3ULYDWH3DUWQHUVKLSVFDQRƬHULQQRYDWLYH $OWKRXJKREYLRXVO\WKHLQIUDVWUXFWXUHLVQHHGHGWRLPSOHPHQW DQGHƬHFWLYHVROXWLRQV WKHFXUULFXOXP Figure 4.1: Learner-to-computer ratio in primary and secondary Notes m PLVVLQJGDWD a QRWDSSOLFDEOH'DWDIURP%RWVZDQDUHưHFWSXEOLFVHFWRUVFKRROVRQO\'DWDIURP6RXWK$IULFDUHưHFW GDWDIURP%RWVZDQD5ZDQGDDQG=DPELDUHưHFW GDWDIURP*DPELDDQG0DXULWLXVUHưHFW 6RXUFH ,/2 5HSRUW9,(PSOR\PHQW3ROLFLHVIRU6RFLDO-XVWLFHDQGD)DLU*OREDOLVDWLRQ Figure 4.2: Education levels with an objective or course in basic computer skills or computing, 2013 Notes:(GXFDWLRQDOOHYHOVDUHUHSUHVHQWHGDFFRUGLQJWRWKH,QWHUQDWLRQDO6WDQGDUG&ODVVLƮFDWLRQRI(GXFDWLRQ ,6&(' ,Q ,6&('WKHIROORZLQJHGXFDWLRQOHYHOVDUHODEHOOHGDVIROORZV SULPDU\HGXFDWLRQ ,6&(' ORZHUVHFRQGDU\HGXFDWLRQ ,6&(' DQGXSSHUVHFRQGDU\HGXFDWLRQ ,6&(''DWDIRU6RXWK$IULFDUHưHFW GDWDIRU$QJROD%RWVZDQD7RJRDQG=DPELDUHưHFW GDWDIRU(WKLRSLD*DPELD/LEHULDDQG0DXULWLXVUHưHFW 6RXUFH 8,6VWDWLVWLFDOGDWDEDVH 6WDWLVWLFDO7DEOH 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 38 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems CHAPTER 5 Secondary Education and TVET Policy Recommendations African countries face a daunting challenge VHFRQGDU\JUDGXDWHVZLOOMXVWGLVSODFHZRUNHUVZLWK of designing skills strategies that support ORZHUVNLOOVUDWKHUWKDQKHOSFUHDWHDGGLWLRQDOMREV transformation and inclusive growth (and so )R[DQG.DXO $GGUHVVLQJFRQVWUDLQWVWRMRE increase earnings of workers in current employment, FUHDWLRQLQWKHIRUPDOZDJHVHFWRUZLOOKHOSEXWHYHQ especially the poor) as well as deliver an adaptable ZLWKUDSLGJURZWKWKHHPSOR\PHQWVKDUHRIWKHIRUPDO and resilient workforce that can cope with the rapidly VHFWRULVXQOLNHO\WRLQFUHDVHVKDUSO\VRRQ LELG FKDQJLQJQDWXUHDQGORFDWLRQRIZRUNFDXVHGE\JOREDO +HQFHPRVW\RXQJSHRSOHZLOOQHHGWRƮQGSURGXFWLYH WUHQGVVXFKDV,57KDWPHDQVGHYHORSLQJVNLOOV ZRUNLQWKHLQIRUPDOVHFWRU VWUDWHJLHVWKDWXQGHUSLQDZLGHUHFRQRPLFVWUDWHJ\ FRYHUDOOHGXFDWLRQDQGWUDLQLQJSKDVHVDQGVXSSRUW HPSOR\PHQWLQWKHLQIRUPDODQGIRUPDOVHFWRUV Core strategic aims In developing education and skills strategies, This paper focuses on the implications of future governments also need to consider provision in work for secondary education, including formal the informal sector, its links with formal sector secondary level TVET+RZHYHULPSURYLQJWKH provision and as far as possible, try to improve TXDOLW\RIOHDUQLQJLQVHFRQGDU\HGXFDWLRQDQG79(7 its quality and relevance. 7KHH[WHQWWRZKLFK DVZHOODVLQFUHDVLQJDFFHVVDQGFRPSOHWLRQUDWHV LQIRUPDOSURYLVLRQPDWWHUVYDULHVDFURVVFRXQWULHV ZLOOUHTXLUHPDVVLYHUHIRUPVEH\RQGWKHVHFRQGDU\ )RUH[DPSOHDFFRUGLQJWR$GDPVHWDO DERXW SKDVHSDUWLFXODUO\WRSUHSULPDU\DQGSULPDU\ LQLQIRUPDORSHUDWRUVKDYHEHHQWKURXJKD HGXFDWLRQ/LPLWHGEXGJHWVPHDQGLƱFXOWWUDGHRƬV WUDGLWLRQDODSSUHQWLFHVKLSLQ7DQ]DQLDZKLOHLQ*KDQD ZLOOQHHGWREHPDGHEHWZHHQGLƬHUHQWJURXSVVXFK DSSUHQWLFHVKLSVDUHWKHPDLQVRXUFHRIVNLOOVIRU DVLQYHVWLQJLQWKHVNLOOVQHHGHGIRUWUDQVIRUPDWLRQt ZRUNHUVLQWKHLQIRUPDODQGIRUPDOVHFWRUV,QIRUPDO ODUJHO\VHFRQGDU\DQGWHUWLDU\HGXFDWLRQWRVXSSRUW VHFWRUYRFDWLRQDOWUDLQLQJLVRIWHQPRUHưH[LEOH ZRUNLQG\QDPLFVHFWRUVtDQGWKRVHQHHGHGIRU WKDQIRUPDO79(7ZKLFKLVRIWHQFKDUDFWHUL]HGE\ LQFOXVLYLW\$QRWKHUWUDGHRƬLVEHWZHHQWRGD\oV ULJLGDGPLVVLRQFULWHULDRSHUDWLRQVDQGWUDLQLQJ ZRUNHUVDODUJHSURSRUWLRQRIZKLFKODFNEDVLF FXUULFXOD4XDOLW\DSSUHQWLFHVKLSVLQFOXGHDPL[WXUHRI VNLOOVDQGWRPRUURZoVZRUNHUVIRUZKRPHDUO\\HDUV FODVVURRPEDVHGWKHRU\DQGSUDFWLFDOOHDUQLQJFRYHU LQYHVWPHQWVVKRXOGEHDSULRULW\JLYHQWKHLUUHODWLYHO\ WKHODWHVWWHFKQRORJ\XVHDQGDSSOLFDWLRQDQGKDYH KLJKUHWXUQV :RUOG%DQN well trained master craftsmen who can teach a wide 7KHUHODWLYHZHLJKWSODFHGRQGLƬHUHQWWUDGHRƬV UDQJHRIQRQFRJQLWLYHVNLOOVQRWMXVWWHFKQLFDOVNLOOV and education policy priorities will depend on a 3ROLFLHVVKRXOGIRFXVRQLPSURYLQJWKHTXDOLW\RI country’s cultural, political and geographic context. LQIRUPDOVHFWRUWUDLQLQJLQFOXGLQJFHUWLƮFDWLRQWRKHOS 6RFLRHFRQRPLFDQGVFKRROVSHFLƮFFRQWH[WVYDU\ \RXQJSHRSOHJDLQHPSOR\PHQWZKLOHUHFRJQL]LQJ FRQVLGHUDEO\EHWZHHQ66$FRXQWULHVSDUWLFXODUO\ that policies are hard to enforce in the informal EHWZHHQ)UDQFRSKRQHDQG$QJORSKRQHFRXQWULHV VHFWRU whose education systems are typically underpinned 6NLOOVVWUDWHJLHVDOVRQHHGWRUHưHFWUHDOLW\WKDW E\WKH)UHQFKDQG(QJOLVKHGXFDWLRQV\VWHPV transformation will take time and so most young UHVSHFWLYHO\)RUH[DPSOHFRXQWULHVZLWKYHU\ORZ Africans will need to generate their own productive EDVLFHGXFDWLRQDWWDLQPHQWDQGIUDJLOHHFRQRPLHV opportunities in the informal sector )R[DQG)LOPHU PD\SODFHDPXFKKLJKHUZHLJKWRQLPSURYLQJEDVLF ([SDQGLQJXSSHUVHFRQGDU\DQGWHUWLDU\ HGXFDWLRQDFFHVVDQGTXDOLW\UDWKHUWKDQLQYHVWLQJ education without a commensurate increase in labor LQXSSHUVHFRQGDU\DQGKLJKHUHGXFDWLRQ&RXQWULHV GHPDQGDQGQXPEHURISURGXFWLYHRSSRUWXQLWLHVIRU WKDWKDYHSURJUHVVHGIXUWKHURQEDVLFHGXFDWLRQ WKHVHOIHPSOR\HGDQGHQWUHSUHQHXUVULVNVKLJKHU DWWDLQPHQWDQGKDYHPRUHVWDEOHSROLF\HQYLURQPHQWV youth unemployment and underemployment as PD\SODFHDKLJKHUZHLJKWRQLQYHVWLQJLQXSSHU VHFRQGDU\79(7DQGRUKLJKHUHGXFDWLRQWRKHOS 6HH$GDPVHWDO IRUDGHWDLOHGGLVFXVVLRQRIPHDVXUHV VSXUWUDQVIRUPDWLRQ$QGFRXQWULHVWKDWDUHLQWKH WRVXSSRUWSURGXFWLYLW\LQWKHLQIRUPDOVHFWRUZKLFKLVEH\RQGWKH PRUHDGYDQFHGVWDJHVRIWUDQVIRUPDWLRQZLOOSODFH VFRSHRIWKLVSDSHU DJUHDWHUZHLJKWRQHQVXULQJWKHLUZRUNIRUFHFDQ 39 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems DGDSWDQGXSGDWHVNLOOVLQWKHIDFHRIVWUXFWXUDODQG UHIRUPVQHHGHGWRGULYHEHWWHURXWFRPHVZKHUHWKH WHFKQRORJLFDOFKDQJH UHODWLYHZHLJKWSODFHGRQGLƬHUHQWSROLFLHVZLOOGHSHQG RQDFRXQWU\oVVSHFLƮFFLUFXPVWDQFHV In general, however, there is a package of interrelated policy measures for the secondary education/TVET phase that countries should 1. Improve the quality and relevance of considerWRSUHSDUH\RXQJ$IULFDQVIRUSURGXFWLYH general secondary education HPSOR\PHQWXQGHUJOREDOWUHQGVLQFOXGLQJ,57KDW ,PSURYLQJWKHTXDOLW\DQGUHOHYDQFHRIVHFRQGDU\ SDFNDJHLQFOXGHVtwo core strategic aims HGXFDWLRQDQG79(7LVFUXFLDOWRHQVXUH\RXQJSHRSOH 1. 3ULRULWL]HLPSURYLQJDFFHVVHƱFLHQF\DQG VWD\LQVFKRRODQGREWDLQWKHVNLOOVWKH\QHHGIRU quality of outcomes for lower-secondary SURGXFWLYHZRUN,WUHTXLUHVDFWLRQRQPDQ\IURQWV education by ensuring wide coverage and the LQFOXGLQJLPSURYLQJWKHDYDLODELOLW\DQGTXDOLW\RI completion of good quality and relevant primary OHDUQLQJPDWHULDOVDQGHQVXULQJWKHUHDUHHQRXJK as well as lower-secondary education. 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Senegal – Country Case Study 7KLVFDVHVWXG\ZDVEDVHGRQGHVNUHVHDUFK 3URGXFWLYLW\LQDJULFXOWXUHLVORZsWKHVHFWRUHPSOR\V DQGDSULPDU\VXUYH\RIƮUPVLQGXVWU\ERG\ PRUHWKDQKDOIRIDOOZRUNHUVEXWRQO\DFFRXQWVIRU UHSUHVHQWDWLYHVHGXFDWLRQSURIHVVLRQDOVDQG DURXQGSHUFHQWRIRXWSXW3URGXFWLYLW\LQWKH \RXQJSHRSOHLQ6HQHJDO,WDOVRUHưHFWVƮQGLQJV VHUYLFHVVHFWRUPHDVXUHGE\YDOXHDGGHGSHUZRUNHU IURPVHYHUDOIRFXVJURXSGLVFXVVLRQVZLWK\RXQJ LVDURXQGWLPHVKLJKHUWKDQDJULFXOWXUH ,/267$7 SHRSOHDQGHGXFDWLRQLQFOXGLQJRƱFLDOVIURPWKH DYHUDJH sEXWRXWSXWJURZWKLQLQWKH JRYHUQPHQW0RUHGHWDLOLVJLYHQLQ$QQH[$0RUH SDVW\HDUVKDVODUJHO\EHHQLQWKHORZSURGXFWLYLW\ GHWDLORQWKHHGXFDWLRQV\VWHPLQ6HQHJDOLVJLYHQLQ FRPPHUFHDQGLQIRUPDOVHFWRU $QQH[% Youth unemployment is low compared to the average in Sub-Saharan Africa, but many young Economic and labor Senegalese are not in education, employment, or training (ILOSTAT),Q\RXWKXQHPSOR\PHQWZDV market context MXVWRYHUSHUFHQWFRPSDUHGWRMXVWXQGHUSHUFHQW IRUDGXOWVDJHGRYHU 1DWLRQDO(PSOR\PHQW Senegal’s working age population (+15) will reach 6XUYH\ 2YHUIRUW\SHUFHQWRI\RXQJHPSOR\HG 13.5 million by 2030, up from 9 million in 2017. 6HQHJDOHVHDUHZRUNLQJSRRUDQGPRUHWKDQRQHLQ )HUWLOLW\UDWHVKDYHIDOOHQEXWUHPDLQKLJKZLWKHDFK WKUHHDUHQRWLQHGXFDWLRQHPSOR\PHQWRUWUDLQLQJ ZRUNLQJDJHDGXOWVXSSRUWLQJVHYHUDOGHSHQGHQWV 1((7 ,/267$7 7KLVLQSDUWUHưHFWVWKH 2YHUSHUFHQWRIWKHSRSXODWLRQLVXQGHU UHODWLYHO\KLJKLQDFWLYLW\UDWHRI\RXQJIHPDOHVZKLFK 6HQHJDOFRXOGZLWQHVVDGHPRJUDSKLFGLYLGHQGEXW SHUVLVWVLQWRDGXOWKRRGsWKHIHPDOH1((7UDWHLV RQO\ZLWKVLJQLƮ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ƱFLHQWIXQGV WKRVHHPSOR\HGDUHZRUNLQJSRRU ,/267$7 (FKHYLQ $UHODWLYHO\KLJKSURSRUWLRQRI6HQHJDOoVZRUNLQJDJH SRSXODWLRQDUHQRWLQWKHODERUIRUFHsODERUIRUFH SDUWLFLSDWLRQLVMXVWSHUFHQWFRPSDUHGWRQHDUO\ Education context SHUFHQWDFURVV6XE6DKDUDQ$IULFD 66$ ODUJHO\ 6HQHJDOoVHGXFDWLRQV\VWHPLVKHDYLO\LQưXHQFHG UHưHFWLQJUHODWLYHO\ORZIHPDOHSDUWLFLSDWLRQLQWKH E\WKH)UHQFKV\VWHP,WIROORZVDPRGHO /DERUPDUNHW ,/267$7 ZLWKFRPSXOVRU\DQGIUHHHGXFDWLRQXSWRWKHDJH The structure of the Senegalese economy has RI $QQH[% -XQLRUVHFRQGDU\HGXFDWLRQOHDGV remained largely unchanged in the last 3 decades. 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Africa: Implications for Secondary Education and TVET Systems SHUFHQWLQMXQLRUSHUFHQWLQVHQLRU EXWTXUoDQLF VFKRRO '+6 /RZHUVHFRQGDU\FRPSOHWLRQ VFKRROV GDDUDV DUHPRUHSUHYDOHQWLQFHUWDLQUHJLRQV UDWHVDUHLPSURYLQJULVLQJIURPRQHLQƮYHLQWR HVSHFLDOO\LQUXUDODUHDVZKHUHWKHIRFXVLVOHDUQLQJ RYHURQHLQWKUHHVWXGHQWVLQ (GVWDWV WKHTXUoDQ 6$%(5 EXWWKHUHDUHPDUNHGGLƬHUHQFHVLQDWWHQGDQFHDQG completion rates based on household income and Education attainment is low.,QWKHDYHUDJH JHRJUDSK\2QO\RQHLQƮYHFKLOGUHQLQUXUDODUHDV 6HQHJDOHVHDJHGRYHUKDGFRPSOHWHGMXVW JRHVWRVHFRQGDU\VFKRROsFRPSDUHGWRRQHLQWZR \HDUVRIHGXFDWLRQ 8,6 0RUHWKDQSHUFHQWRI LQXUEDQDUHDVsDQGRQO\SHUFHQWRIWKRVHVWXGHQWV WKHZRUNLQJDJHSRSXODWLRQKDYHOHVVWKDQEDVLF FRPSOHWHLW 6$%(5 *LUOVDUHDOVRPXFK OHYHORIHGXFDWLRQDQGRQHLQWKUHHKDYHDEDVLFOHYHO OHVVOLNHO\WRFRPSOHWHORZHUDQGXSSHUVHFRQGDU\ 1DWLRQDO(PSOR\PHQW6XUYH\YLD,/267$7 7KH HGXFDWLRQWKDQER\V 81(6&2 SURSRUWLRQRI\RXQJSHRSOHZLWKQRIRUPDOHGXFDWLRQ LVKLJKsLQMXVWRYHUSHUFHQWRI The quality of learning is relatively weak,Q 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Education 57 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems VWULNHV 81(6&2 7KHRYHUDOODFFRXQWDELOLW\ ICT, including ICT-enabled services IUDPHZRUNLVZHDNZKLOH79(7SURYLGHUVKDYHOLPLWHG DELOLW\WRPDNHGHFLVLRQVDERXWVWDƱQJDQGSURJUDP 7KH,&7VHFWRULQFOXGLQJ%XVLQHVV3URFHVV2XWVRXUFLQJ GHVLJQDVWKHLUEXGJHWVDUHPDQDJHGFHQWUDOO\DQG %32 LVH[SDQGLQJUDSLGO\7KHFRPPXQLFDWLRQVVHFWRU RƬHUOLPLWHGƮQDQFLDODXWRQRP\ KDVEHHQWKHIDVWHVWJURZLQJSDUWRIWKHHFRQRP\ (QJOLVK DYHUDJLQJRYHUSHUFHQWJURZWKSHU \HDUEHWZHHQ DQGDQGGULYHQODUJHO\E\ Job prospects in the GRPHVWLFVHUYLFHVGHPDQG6HQHJDOLVDNH\GHVWLQDWLRQ agriculture, ICT and IRURXWVRXUFLQJGXHWRLWVHFRQRPLFDQGSROLWLFDO VWDELOLW\WHOHFRPVLQIUDVWUXFWXUHDQGFRVWDGYDQWDJHV hospitality sectors ,WKDVDOVRVFRUHGKLJKO\RQWKH:RUOG(FRQRPLF)RUXP *OREDO&RPSHWLWLYHQHVV,QGH[IRUSRWHQWLDOWRLQQRYDWH 7KLVVHFWLRQJLYHVDEULHIRYHUYLHZRIWKHSRWHQWLDO DQGEHSURGXFWLYH UDQNHGRXWRIFRXQWULHVLQ 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http://www3.weforum.org/docs/GCR2017-2018/05FullReport/ UHTXLUH79(7UHIRUPVVXFKDVXSJUDGLQJWKHVNLOOVRI TheGlobalCompetitivenessReport2017%E2%80%932018.pdf WUDLQHUVDQGLQFUHDVLQJDFFHVVWRUHOHYDQWFRXUVHV ,QWHUQHWVSHHGVDUHJHQHUDOO\VORZDQGWKHFRVWLVKLJK :RUOG%DQN :RUOG7UDYHO 7RXULVP&RXQFLOs7UDYHO 7RXULVP(FRQRPLF ,PSDFW6HQHJDO)RXQGKHUH https://www.wttc.org/-/media/ ƮOHVUHSRUWVHFRQRPLFLPSDFWUHVHDUFKFRXQWULHV senegal2018.pdf,QWKHWRWDOFRQWULEXWLRQWRHPSOR\PHQW LQFOXGLQJLQGLUHFWMREVZDVMREVDQGLVH[SHFWHGWRULVHE\ SHUFHQWD\HDUXQWLO 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 58 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems $FOHDUDQGFRPSUHKHQVLYHWRXULVPVWUDWHJ\ZLWKD 7KHVHƮQGLQJVSRLQWWRDGLVFRQQHFWLQSHUFHSWLRQV UHJLRQDODSSURDFKWKDWLVPDQDJHGZLWKWKHSULYDWH and actual learning outcomes, suggesting that VHFWRULVQHHGHGLQFOXGLQJUHGHYHORSPHQWRI close engagement with stakeholders – to build WKHPDLQWRXULVWGHVWLQDWLRQV 6DO\3RUWXGDODQG the case for change – is crucial for implementing &DVDPDQFH (QJOLVK (GXFDWLRQDQG79(7 education reforms successfully.6WURQJHU UHIRUPVDUHQHHGHGVRWKDW\RXWKFDQGHYHORSWKH FROODERUDWLRQEHWZHHQVWDNHKROGHUVPD\DOVREH VNLOOVQHHGHGWRJDLQSURGXFWLYHZRUNLQWKLVVHFWRU QHHGHGJLYHQWKDWRQO\SHUFHQWRIHGXFDWLRQ HLWKHUDVHPSOR\HHVRUHQWUHSUHQHXUV7KHFXUUHQW SURIHVVLRQDOVIHOWFXUUHQWFROODERUDWLRQHƬRUWV 79(7V\VWHPIDOOVVKRUWLQWKLVUHJDUG)RUH[DPSOH EHWZHHQVWDNHKROGHUVLQGHVLJQLQJDQGLPSOHPHQWLQJ SUHHPSOR\PHQW SXEOLF 79(7WUDLQLQJRƬHUVDOPRVW SURJUDPVZDVpKLJKqYHUVXVpPRGHUDWHqRUpORZq QRFRXUVHVLQUHVWDXUDQWDQGKRWHOLQGXVWULHVZKLOH WKHVROHWRXULVPVSHFLƮFSXEOLFWUDLQLQJLQVWLWXWLRQ LVORZTXDOLW\DQGDWWUDFWVRQO\VWXGHQWVD\HDU Actions for SE and :RUOG%DQN TVET reform $VZLWKDOOFRXQWULHVWKHHGXFDWLRQV\VWHPVKRXOG Survey Data UHưHFWWKHORFDOFRQWH[WDQGHFRQRPLFSULRULWLHV7KH LPSOLFDWLRQVRIWKHDQDO\VLVRIWKHFXUUHQWFRQWH[W The focus groups held in Senegal for this study LQFOXGLQJJRYHUQPHQWDFWLRQVDOUHDG\XQGHUZD\RU support the need for policy action in the three 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Female DQG6RFLDO$ƬDLUV 81'(6$ ZKLOHWKHUXUDO XQHPSOR\PHQWLVKLJKHUWKDQPDOHXQHPSOR\PHQW SRSXODWLRQUHPDLQVEURDGO\VWDEOH DQGIHPDOHVDUHPRUHOLNHO\WREHYXOQHUDEO\HPSOR\HG WKDQPHQ /)6 81SURMHFWLRQVGRZQORDGHGIURP,/267$7-XQH 7KH*KDQD/DERU)RUFH6XUYH\ /)6 GHƮQHVLQIRUPDO 6HH*KDQDoVSURƮOHLQKWWSV SRSXODWLRQXQRUJZXS&RXQWU\ HPSOR\PHQWpDVHPSOR\PHQWLQDQHVWDEOLVKPHQWZKHUHZRUNHUV 3URƮOHV ZHUHQRWHQWLWOHGWRSDLGKROLGD\VRUOHDYHVLFNRUPDWHUQLW\OHDYH DQGZKHUHWKHUHZDVQRYHUEDORUZULWWHQFRQWUDFWDWWKHWLPHD 6HH KWWS ZZZVWDWVJKDQDJRYJKGRFƮOHV*'3 SHUVRQVWDUWHGWRZRUN$Q\RQHWKHWKUHHFRQGLWLRQVKDGWREH *'34XDUWHUDQGDQQXDO IXOƮOOHGLQRUGHUIRUDSHUVRQWREHFODVVLƮHGDVZRUNLQJLQLQIRUPDO *'3SXEOLFDWLRQV$QQXDOBB*'3B$SULO HPSOR\PHQWqKWWS ZZZVWDWVJKDQDJRYJKGRFƮOHVSXEOLFDWLRQV (GLWLRQSGI6LQFHJURZWKLQWKHVHUYLFHV /DERUB)RUFH/)65(3257BƮDQOBSGI DQGLQGXVWU\VHFWRUVKDVRXWSDFHGWKDWLQDJULFXOWXUHDQG PDQXIDFWXULQJ7KHUHLVFRQFHUQWKDWWKLVPD\EHDV\PSWRPRIWKH 6LQFHWKHHDUO\ VIRUPDOZDJHHPSOR\PHQWKDVLQFUHDVHG p'XWFKGLVHDVHqZKHUHWKHGLVFRYHU\RIRLOOHDGVWRJURZWKLQWKHRLO DWDIDVWHUUDWHWKDQWKHJURZWKLQWKHODERUIRUFHEXWWKHORZHVW DQGQRQWUDGHDEOHVHFWRUVVXFKDVVHUYLFHVZKLOHQRQRLOWUDGHDEOH SD\LQJMREVKDYHVHHQWKHPRVWVLJQLƮFDQWLQFUHDVH 'DUYDVDQG VHFWRUVGHFOLQH,WFDQEHWULJJHUHGE\DUHDODSSUHFLDWLRQLQWKH 3DOPHU FXUUHQF\sWKHUHDOHƬHFWLYHH[FKDQJHUDWHIHOOIURPLQWR :RUNLQJSRRUsHDUQLQJEHORZ SXUFKDVLQJSRZHUSDULW\ LQ VHH6SDUUHERRPDQG*RPLVIRUPRUHGLVFXVVLRQ per capita 65 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Education context Young people from poorer families, rural areas and deprived districts have lower learning outcomes. Access to basic education increased substantially $VDUHVXOWWKH\RIWHQHQGXSLQXQVNLOOHGVRPHWLPHV over the last two decades. 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 66 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems DUHRYHUO\WKHRUHWLFDODQGDLPHGDWZRUNLQWKHVPDOO &RQWLQXHGDQGDVVHUWLYHDFWLRQWRPRGHUQL]HDQG IRUPDOVHFWRU,PSOHPHQWDWLRQRIDQHZFRPSHWHQF\ improve productivity in agriculture is needed to based curricula has been hampered by limited help drive transformation and so growth and jobs. UHVRXUFHVDQGFDSDFLW\,QDVXUYH\RIHGXFDWLRQ 7KDWPHDQVVHFXULQJODQGULJKWVHDVLQJDFFHVVWR SURIHVVLRQDOVIRUWKLVFDVHVWXG\PRVWUHVSRQGHQWV ODQGDQGSURWHFWLQJWKHULJKWVRIORFDOFRPPXQLWLHV WKRXJKW79(7IDLOVWRGHOLYHUHYHQEDVLFOHWDORQH IDFLOLWDWLQJWKHH[SDQVLRQRIJUHHQUHYROXWLRQ QHFHVVDU\VNLOOVIRUZRUNDQGLVQRWZHOOSODFHGWR WHFKQRORJLHVWRERRVWSURGXFWLYLW\DVDOUHDG\VHHQ GHYHORSWKHVNLOOVQHHGHGIRUZRUNLQWKHIXWXUH LQULFHSURGXFWLRQ*KDQDoV9ROWD5LYHUUHJLRQ DQG SDUWLFXODUO\XQGHUWKHIRXUWKLQGXVWULDOUHYROXWLRQ ,5 LPSOHPHQWLQJSROLFLHVWKDWFUHDWHDFRQGXFLYH EXVLQHVVHQYLURQPHQWLQFOXGLQJDFFHVVWRHQHUJ\ Ghana may be in a low skills equilibrium, which EHWWHUURDGVDQGXSJUDGHVWRWUDQVSRUW VXFKDV is hampering growth. 6RPHVXUYH\UHVXOWV *KDQDoVPRWRUNLQJVPRWRUL]HGWULF\FOHVZLWKVPDOO VXJJHVW*KDQDLDQƮUPVPD\EHDGRSWLQJORZOHYHO ORDGFDUU\LQJFDSDFLW\KDYHHDVHGDFFHVVWRPDUNHWV WHFKQRORJLHVLQUHVSRQVHWRORZVNLOOVOHYHOVZKLFK IRUIDUPHUV LQYHVWPHQWLQFHQWLYHVDQGHƬRUWVWR LQWXUQPHDQVWKHUHDUHUHODWLYHO\IHZKLJKVNLOO LQWHQVLI\UHJLRQDOLQWHJUDWLRQWRRSHQXSPDUNHWV 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ICT, including ICT, enabled services and there are good opportunities in agro-processing, including cotton (eg indigenous fabrics such as kente *KDQDoV,&7VHFWRULVPDGHXSRIWKHEURDGFDVWLQJ cloth), oil palm and cassava. +RZHYHUSURGXFWLYLW\ LQGXVWU\WKHWHOHFRPPXQLFDWLRQLQGXVWU\DQGWKH LVORZ 0DÌJDDQG.D]LDQJD GXHWRIDFWRUVVXFK VXSSRUWVHUYLFHSURYLGHUV 1&$ ,&7VHFWRU DVWKHODQGWHQXUHV\VWHPZKLFKPDNHVLWGLƱ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communication equipment ,Q*KDQDSHUFHQWRIIDUPLQJSORWVDUHXQGHUKHFWDUHV KWWS ZZZVWDWVJKDQDJRYJKGRFƮOHV*'3 DQGSHUFHQWDUHXQGHUKHFWDUHV $&(7 *'34XDUWHUDQGDQQXDO *'3SXEOLFDWLRQV$QQXDOBB*'3B$SULO (GLWLRQSGI 67 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems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sLWLVRIWHQSRRUO\ Ghana has yet to tap into the potentially lucrative PDLQWDLQHGDQGYLVLWRUIDFLOLWLHVDUHODFNLQJ :RUOG IT market in West Africa, let alone the massive %DQND 6NLOOVJDSVDUHDOVROLPLWLQJWKHVHFWRUoV potential within the wider global market*KDQDLDQ JURZWKSRWHQWLDO:RUNHUVODFNXSWRGDWH,&7VNLOOV FRPSDQLHVODFNUHJLRQDODQGLQWHUQDWLRQDOOLQNDJHV DQGDQXQGHUVWDQGLQJRIKRZWRXVH,&7WRHQDEOH DQGWKHUHLVDVKRUWDJHRI,&7VNLOOV *R* ƮUPVWRREWDLQHƱFLHQF\LQGLVWULEXWLRQFXVWRPHU HVSHFLDOO\KLJKOHYHOVNLOOHGSHUVRQQHOIHZHUWKDQ DFTXLVLWLRQDQGVHUYLFHV 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 68 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Key to improving the quality of basic education is QHZWHDFKHUWUDLQLQJIUDPHZRUNDQGFXUULFXOXP105 structured pedagogy, which includes increasing XQGHUSLQQHGE\WKRVHVWDQGDUGVZKLFKLQFOXGHVD the number of high quality teachers, particularly at IRFXVRQSHGDJRJ\DQGVXEMHFWNQRZOHGJHUHOHYDQWIRU SULPDU\OHYHODQGGHSOR\LQJWKHPHƬHFWLYHO\2QO\ HDFKHGXFDWLRQSKDVH&XUULFXODDUHEHLQJGHVLJQHG SHUFHQWRISULPDU\WHDFKHUVDUHTXDOLƮHG103 and the LQFRQVXOWDWLRQZLWKWKHVHFWRUEXWIHHGEDFNIURPWKH SURSRUWLRQRITXDOLƮHGWHDFKHUVLQSXEOLFVFKRROVLV IRFXVJURXSGLVFXVVLRQIRUWKLVFDVHVWXG\VXJJHVWV SHUFHQWDJHSRLQWVORZHULQWKH8SSHU(DVWHUQUHJLRQ VRPHHGXFDWLRQSURIHVVLRQDOVGRQoWIHHOZHOOFRQVXOWHG WKDQLQ(DVWHUQRU$VKDQWLUHJLRQV7KHSURSRUWLRQ RQUHIRUPV PRUHJHQHUDOO\ DQGVRPRUHSURDFWLYH RITXDOLƮHGWHDFKHUVLQSXEOLF-+6DQG6+6LVKLJK DQGLQWHUDFWLYHHQJDJHPHQWZLWKWKHVHFWRUPD\EH EXWSRSXODWLRQJURZWKDORQHPHDQVDVLJQLƮFDQWQHW QHHGHGWRKHOSGHVLJQGHOLYHUDEOHSROLF\VROXWLRQVDQG increase in teachers until 2030 is needed to maintain LPSOHPHQWWKHJRYHUQPHQWoVUHIRUPVVXFFHVVIXOO\ FRQVWDQWSXSLOWRWHDFKHUUDWLRV /HFOHUFTHWDOE 7HDFKHUGHSOR\PHQWLVQoWHƬHFWLYHDQGH[DFHUEDWHV The free Senior High School and TVET policy is UHJLRQDOGLVSDULWLHVLQOHDUQLQJRXWFRPHVIRUH[DPSOH already putting pressure on existing resources - the E\GHSOR\LQJWHDFKHUVWRUHJLRQVZKHUHWKH\FDQoW challenge will be, ensuring that doesn’t negatively VSHDNWKHORFDOODQJXDJH 86$,' $WWULWLRQDQG impact on quality and learning outcomes. Students DEVHQWHHLVPUDWHVDUHDFRQFHUQZKLFKDUHGULYHQE\ HQUROOLQJLQ6+6ZLWKORZTXDOLW\IRXQGDWLRQDOVNLOOV SRRULQIUDVWUXFWXUHDQGVHUYLFHVLQUXUDODUHDV /HFOHUFT ZLOOVWUXJJOHWRPDNHSURJUHVVDQGVRUHDOL]HWKH HWDOE 0R( /LPLWHGDFFRXQWDELOLW\PD\ EHQHƮWVRIWKDWHGXFDWLRQSKDVH,QGHHGDOHVVRQ DOVREHDUHDVRQEHKLQGSRRUWHDFKHUDWWHQGDQFH IURPLQWURGXFLQJIUHHEDVLFHGXFDWLRQLQ*KDQDZDV $QDFFRXQWDELOLW\IUDPHZRUNZLWKVWURQJHUWHDFKHU WKDWLQFUHDVLQJDFFHVVZLWKRXWDOVRLQFUHDVLQJWKH GHSOR\PHQWSROLFLHVZRXOGKHOSGULYHRXWFRPHV TXDOLW\ DQGFDSDFLW\ RIWHDFKLQJGRHVQoWOHDGWREHWWHU DQGHƱFLHQF\IRUH[DPSOHXVLQJUHDOWLPHGDWDDQG OHDUQLQJRXWFRPHV 2NXJDZD 69 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Improving TVET quality and relevance RIGHOLYHU\+RZHYHU&279(7VWLOOIDFHVFKDOOHQJHV VXFKDVFRRUGLQDWLRQDFURVVWHUWLDU\LQVWLWXWLRQV Formal TVET provision needs to be demand ZKLFKKDYHWKHLURZQODZVDQGJRYHUQDQFH 0R( driven, to ensure students develop the technical $OO79(7UHVSRQVLELOLWLHVDFFRXQWDELOLWLHVDQG and entrepreneurial skills needed for work in UHVRXUFHVZRXOGLGHDOO\EHDOLJQHGWRHQDEOH&279(7 the informal as well as formal sectors. 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Tertiary Education (4 years) FRPSULVLQJWKH IROORZLQJLQVWLWXWLRQV z 3XEOLFDQGSULYDWHXQLYHUVLWLHV z 8QLYHUVLW\&ROOHJHV z Polytechnics z $QXPEHURISUHVHUYLFHWUDLQLQJLQVWLWXWLRQV ZKLFKDUHSULPDULO\FDUHHURUZRUNRULHQWHG HJ1XUVHVo7UDLQLQJ&ROOHJHV$JULFXOWXUDO &ROOHJHV)RUHVWU\6FKRRO9HWHULQDU\6FKRRO DQG7HDFKHU7UDLQLQJ&ROOHJHV VRPHRƬHU WHFKQLFDOVXEMHFWV 73 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Table 1: Formal TVET and Academic Education System in Ghana (Ministry of Education) Formal TVET and Academic Education in Ghana INSTITUTIONS LEVELS/EXAM SUBJECTS GRADING COMMENTS CRITERIA TERTIARY Doctorate &RJQDWHDQG1RQ&RJQDWH ,QVWLWXWLRQ6SHFLƮF { Degree 3URJUDPV Pass/Fail 8QLYHUVLWLHV DQG8QLYHUVLW\ 8QLYHUVLWLHV &ROOHJHV Master’s Degree &RJQDWHDQG1RQ&RJQDWH ,QVWLWXWLRQ6SHFLƮF { 3URJUDPV Pass/Fail 8QLYHUVLWLHV TERTIARY Bachelor’s SHS streams can and often do Institution Degree $JHV GHWHUPLQHZKDWSURJUDPVFDQ 6SHFLƮF 8VXDOO\ 8QLYHUVLWLHV EHSXUVXHGDWEDFKHORUoVOHYHO %ULWLVK'HJUHH 8QLYHUVLW\ &ODVVLƮFDWLRQ &ROOHJHVDQG 6\VWHPWKRXJK 3RO\WHFKQLFV some institutions XVHWKH86$*3$ system TERTIARY Higher National 7HUWLDU\OHYHOFRXUVHVLQ 6RPH3RO\WHFKQLFVKDYH Diploma +1' 0DQXIDFWXULQJ6FLHQFH introduced Bachelor of 3RO\WHFKQLFV 7HFK$SSOLHG$UWV$SSOLHG 7HFKQRORJ\SURJUDPV DQG3UH6HUYLFH 6RFLDO6FLHQFH%XVLQHVV UHTXLUHDQ+1'DQGVRPH 7UDLQLQJ 7HFKQLFDO3URJUDPVIRUGLUHFW ZRUNH[SHULHQFHWRDSSO\ employment Estimated enrolment of 7,V78VDQG3RO\WHFKQLFV WRJHWKHU SECOND CYCLE - Craft (PSKDVLVRQSUDFWLFDOVNLOOV /HYHO,,7HFKQLFLDQVTXDOLI\ FHUWLƮFDWLRQ to produce technically to enter polytechnics Technical OHYHOVs,,,,,, TXDOLƮHGLQGLYLGXDOVIRU Institutes (TI) direct employment and - Technician HQWUHSUHQHXUVKLS/HDGV Vocational FHUWLƮFDWLRQ WRSURGXFWLRQRIDUWLVDQV Schools (VS) OHYHOVs,,,,,, FUDIWVPHQWHFKQLFLDQVDQG and Training RWKHUPLGGOHOHYHOSHUVRQQHO Centres (TC) LQFRPPHUFHDJULFXOWXUH WHFKQRORJ\VFLHQFHDQG industry for direct employment and/or entrepreneurship SECOND CYCLE SHS1 - SHS3 &RUHVXEMHFWV0DWKV *UDGHV$WR) Students who pass the (QJOLVK,QWHJUDWHG6FLHQFH $EHLQJnH[FHOOHQWo :$66&(PD\HQWHU Senior High :$66&( 6RFLDO6WXGLHV6WXGHQWVFDQ )EHLQJnIDLOo XQLYHUVLW\ SRO\WHFKQLFV Schools (SHS) H[DPIRUHQWU\ DOVRFKRRVHRUHOHFWLYH (YHU\WKLQJHOVHLV WHFKQLFDOLQVWLWXWHVRU (Ages 15-17) into Tertiary VXEMHFWVIURPRQHRIƮYH DSDVV&LVDFUHGLW ZRUNIRUFH79(7VWXGHQWV Education streams JUDGH RSWIRUWKHYRFDWLRQDO DJULFXOWXUHRUWHFKQLFDO VWUHDPV 7KHPLQLPXPXQLYHUVLW\ standard for admission to SRVWVHFRQGDU\HGXFDWLRQ LVDn&oDYHUDJHRQWKH 6HFUHWDULDO 666&(RU:$66&(ZLWK RU9LVXDO$UWV SHS Technical 6+6$JULFXOWXUH FUHGLWV $'RU$& LQDOO VXEMHFWV 6+6%XVLQHVV $FFRXQWLQJRU 6+6*HQHUDO 6FLHQFHRU$UWV 6+69RFDWLRQDO +RPH(FRQRPLFV 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 74 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Continued Table 1: Formal TVET and Academic Education System in Ghana (Ministry of Education) Formal TVET and Academic Education in Ghana INSTITUTIONS LEVELS/EXAM SUBJECTS GRADING COMMENTS CRITERIA BASIC JH1 - JH3 BECE 35(7(&+1,&$/$1'35( *UDGHV *HQHUDOHGXFDWLRQDQG EDUCATION H[DPIRUHQWU\ 9&$7,21$/68%-(&76 LVDnSDVVo LV basic technical and into Second nIDLOo &DOFXODWLRQRI YRFDWLRQDOVNLOOV1R Junior High &\FOH Core subjects:0DWKV DJJUHJDWHVFRUH ICT and French in most Schools (JHS) LQWHJUDWHG6FLHQFH $JULF LVEDVHGRQEHVW SXEOLFVFKRROV$ELWRI (Ages 12-14) %LRORJ\&KHPLVWU\3K\VLFV VFRUHV $JULFXOWXUHLQ,QWHJUDWHG 6RFLDO6WXGLHV(QJOLVK 6FLHQFHEHJLQQLQJLQ /DQJXDJH Optional subjects: 8SSHU3ULPDU\ *KDQDLDQ/DQJXDJH)UHQFK 50(%'7After BECE students choose their optional streams (business, agriculture, vocational, technical or general) for entry into SHS. BASIC Primary 1-6 0DWKV(QJOLVK/DQJXDJH { Basic numeracy and EDUCATION 1DWXUDO6FLHQFHV ,QWHJUDWHG OLWHUDF\VNLOOV 6FLHQFHVA/RFDO/DQJXDJH Primary School 6RFLDO6WXGLHV,&7)UHQFK (Upper Ages &LWL]HQVKLS(GXFDWLRQ 9-11) (Lower Ages 6-8) /RZHUSULPDU\ A8SSHUSULPDU\ $IHWL VHWVRXWWKH79(7ODQGVFDSHLQ*KDQDDVIROORZV 6HHDOVR7DEOHVDQG z )RUPDO79(7LQVWLWXWLRQEDVHGWLPHERXQGVWDQGDUGL]HGFXUULFXOXPDQGOHDUQLQJREMHFWLYHVH[DPLQDWLRQ GULYHQDQGQDWLRQDOO\UHFRJQL]HGFHUWLƮFDWLRQ3XEOLFVHFWRUSURYLVLRQLQ*(6WHFKQLFDOLQVWLWXWHV197, WUDLQLQJFHQWUHVDQGLQSULYDWHO\RZQHGYRFDWLRQDOWUDLQLQJLQVWLWXWLRQV z 1RQIRUPDO79(7VNLOOVDFTXLVLWLRQRXWVLGHVFKRROV\VWHPZLWKFOHDUOHDUQLQJREMHFWLYHVVSHFLƮHGWUDLQLQJ GXUDWLRQEXWQRWQDWLRQDOO\FHUWLƮHG)RUH[DPSOHVKRUWFRXUVHVSURYLGHGE\1*2VDQGVLPLODURUJDQL]DWLRQV IRUWDUJHWHGSRSXODWLRQVDQGHQWHUSULVHEDVHGRURQWKHMREWUDLQLQJ z ,QIRUPDO79(7ZLGHUDQJHRIưH[LEOHQRQVWDQGDUGL]HGVNLOOVDFTXLVLWLRQSURJUDPVWKDWRFFXULQWKHLQIRUPDO HFRQRP\HJWUDGLWLRQDODSSUHQWLFHVKLSV\VWHP 79(7SURYLVLRQLQ*KDQDLVIUDJPHQWHGZLWKDYDULHW\RISXEOLFDQGSULYDWHDFWRUVLQWKHODQGVFDSH7KLVPDNHV WKHWUDFNLQJRI79(7SURYLVLRQH[WUHPHO\FKDOOHQJLQJLQWHUPVRIDFFHVVHQUROPHQWTXDOLW\DQGRXWFRPHV 75 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Table 2: Non-formal and informal TVET Education in Ghana Non-formal and informal TVET Education in Ghana RESPONSIBLE PROVIDER SUBJECTS QUALIFICATION COMMENTS INSTITUTION MINISTRY OF GRATIS/ITTU 8SJUDGH6NLOOVRI 1RIRUPDO (QUROPHQWXQNQRZQ ENVIRONMENT AND Vocational and TXDOLƮFDWLRQV SCIENCE Technical Institutes RƬHUHGEXW DQG6+6OHDYHUVIRU FHUWLƮFDWHVRI GLUHFWHPSOR\PHQW,W DFKLHYHPHQWRU DOVRRƬHUVDWWDFKPHQW completion DQGH[WHQVLRQVNLOOV WUDLQLQJIRUSRO\WHFKQLF DQGXQLYHUVLW\ students MINISTRY OF Various providers :LGHUDQJHRI 7UDGH&HUWLƮFDWHV Estimated enrolment EMPLOYMENT AND – e.g. National YRFDWLRQDOFRXUVHVIRU 1DWLRQDO&UDIWVPDQ LABOR RELATIONS Vocational Training direct employment and &HUWLƮFDWH 1&& Institute (NVTI, entrepreneurship Opportunities ,QGXVWULDOL]DWLRQ Commission (OIC) and Integrated Community Centres for Employable Skills (ICCES) MINISTRIES OF: Various providers :LGHUDQJHRI 6NLOOVDFTXLVLWLRQ Estimated enrolment YRFDWLRQDOFRXUVHVIRU which has clear LQ z GENDER z TOURISM z TRADE & INDUSTRY z ROADS & HIGHWAYS REGISTERED PRIVATE Various providers :LGHUDQJHRI 7UDGH&HUWLƮFDWH (QUROPHQWXQNQRZQ TVET INSTITUTIONS YRFDWLRQDOFRXUVHVIRU 1DWLRQDO&UDIWVPDQ direct employment and &HUWLƮFDWH entrepreneurship 7KHUHLVDOVR79(7SURYLVLRQLQWKHLQIRUPDOHFRQRP\ZKHUHLWLVHVWLPDWHGWKDWWKHUHDUHDERXWDSSUHQWLFHVLQ WUDLQLQJHQFRPSDVVHVDZLGHUDQJHRIưH[LEOHQRQVWDQGDUGL]HGVNLOOVDFTXLVLWLRQSURJUDPV $IHWL 2QDYHUDJHLW WDNHVWKUHH\HDUV PRQWKV WRFRPSOHWHDSSUHQWLFHVKLSWUDLQLQJ *KDQD6WDWLVWLFDO6HUYLFHV 6RXUFH $GDSWHGIURP$QVDK .LVVL $IHWL 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 76 BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems Table 3: Numbers of and enrolment in Technical and Vocational Institutes 2012/13 2013/14 2014/15 2015/16 2016/17 Public institutions *KDQD Education 6HUYLFH Other 62 64 Total 118 120 120 Private institutions 55 58 Total institutions 181 186 185 164 178 Public Enrolment *KDQD Education 6HUYLFH Other Total Private Enrolment Total Enrolment 61,496 41,065 42,513 53,171 59,110 6RXUFH 02((635 77 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org BACKGROUND PAPER The Future of Work in Africa: Implications for Secondary Education and TVET Systems 7RƮQGRXWRXWPRUHYLVLW$&(7DWwww.acetforafrica.org 78 The Future of Work in Africa: Implications for Secondary Education and TVET Systems Background Paper, December 2018 This report was funded by Master Card Foundation Contact us Online African Center for Economic ǭDFHWIRUDIULFD The African Center for Transformartion (ACET) Economic Transformation &DVWOH5RDG5LGJH30%&7 @fb.com/acetforafrica (ACET) LVD3DQ$IULFDQ &DQWRQPHQWV$FFUD*KDQD economic policy institute acetforafrica VXSSRUWLQJ$IULFDoVORQJ T WHUPJURZWKWKURXJK www.acetforafrica.org WUDQVIRUPDWLRQ E LQIR#DFHWIRUDIULFDRUJ COPYRIGHT 2019$)5,&$1&(17(5)25(&2120,&75$16)250$7,21 $&(7