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TVET College Lecturer Education Annex Report TVET College Lecturer Education Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Douwe Grijpstra November – 2015 EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate B - Modernisation of Education II: Education policy and programme, Innovation, EIT and MSCA Unit B4 – International cooperation in education and youth; Jean Monnet actions European Commission B-1049 Brussels EUROPEAN COMMISSION TVET Teacher education in Africa Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Directorate-General for Education and Culture International cooperation in education and youth 2014 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2014 © European Union, 2014 4 Table of contents 1 NATIONAL BACKGROUND OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) - CAMEROUN ............................................................................... 9 1.1 Key messages of this chapter ........................................................................ 9 1.2 National TVET system: key characteristics and relationship with other Sectors ....................................................................................................... 9 1.3 TVET system: organization and stakeholders .................................................. 16 1.4 Quality of TVET programs ............................................................................. 17 1.5 TVET system and International Developments ................................................. 17 2 THE PROFESSION OF TVET TEACHERS / LECTURERS ................................................ 19 2.1 Key messages of this chapter ....................................................................... 19 2.2 Types of TVET teachers ................................................................................ 19 2.3 Status of TVET lecturing profession ................................................................ 21 2.4 Access to the profession and lecturer TVET pathways for becoming a TVET lecturer ...................................................................................................... 22 2.5 Recruitment of TVET teachers ....................................................................... 22 2.6 Working Conditions and payments ................................................................. 23 2.7 Training Opportunities for TVET teachers ........................................................ 24 3 SYSTEM OF TVET TEACHER EDUCATION .................................................................. 25 3.1 Key messages of this chapter ....................................................................... 25 3.2 General characteristics ................................................................................. 25 3.3 TVET Teacher education programs (initial and in-service) ................................. 30 3.4 TVET teacher education student population .................................................... 32 4 CHALLENGES, SOLUTIONS AND EMERGING THEMES................................................. 33 4.1 Key messages of this chapter ....................................................................... 33 4.2 Challenges of the TVET system ..................................................................... 33 4.3 Challenges TVET teachers are facing .............................................................. 34 4.4 Challenges the TVET teacher education system is facing................................... 34 4.5 Potential improvements to overcome challenges for the TVET ........................... 34 4.6 Potential improvements to overcome challenges for the TVET Teacher Education ................................................................................................... 35 ANNEX TO THE COUNTRY REPORT ................................................................................. 36 A glossary list: Including all acronyms, specific terminology used, and abbreviations .............................................................................................. 36 A list of interview sources, their institutional affiliation, and job title ........................... 39 A list of background literature used in preparing the review and the report .................. 39 ANNEX TO BRIEFING NOTES ......................................................................................... 42 Overview of TVET training providers in Cameroon ..................................................... 42 5 NATIONAL BACKGROUND OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) – SOUTH AFRICA ........................................................................ 43 5.1 Key messages of this chapter ....................................................................... 43 5.2 National TVET system: key characteristics and relation to other sectors ............. 43 5.3 Quality of TVET programmes ........................................................................ 49 5.4 TVET system and international developments ................................................. 50 6 THE PROFESSION OF TVET TEACHERS/LECTURERS .................................................. 52 6.1 Key messages of this chapter ....................................................................... 52 5 6.2 Types of TVET teachers ................................................................................ 52 6.3 Status of TVET lecturing profession ................................................................ 53 6.4 Access to the TVET lecturer profession and pathways for becoming a TVET lecturer ...................................................................................................... 55 6.5 Recruitment of TVET teachers ....................................................................... 56 6.6 Working conditions and payments ................................................................. 56 6.7 Training opportunities for TVET teachers ........................................................ 57 7 SYSTEM OF TVET TEACHER EDUCATION .................................................................. 59 7.1 Key messages of this chapter ....................................................................... 59 7.2 General characteristics ................................................................................. 59 7.3 TVET Teacher education programmes (initial and in-service) ............................. 62 7.4 TVET teacher education student population .................................................... 67 8 CHALLENGES, SOLUTIONS AND EMERGING THEMES................................................. 69 8.1 Key messages of this chapter ....................................................................... 69 8.2 Challenges of the TVET system ..................................................................... 69 8.3 Challenges TVET teachers are facing .............................................................. 70 8.4 Challenges the TVET teacher education system is facing................................... 70 8.5 Potential improvements to overcome challenges for the TVET ........................... 71 8.6 Potential improvements to overcome challenges for the TVET Teacher education ................................................................................................... 72 ANNEX TO THE COUNTRY REPORT ................................................................................. 73 A glossary list: including all acronyms, specific terminology used, and abbreviations .............................................................................................. 73 A list of interview sources, their institutional affiliation, and job title ........................... 75 A list of background literature used in preparing the review and the report .................. 76 9 NATIONAL BACKGROUND OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) - GHANA .................................................................................... 78 9.1 Key messages of this chapter ....................................................................... 78 9.2 National TVET System: Key characters and relation to other sectors .................. 78 9.3 Quality of TVET programmes ........................................................................ 83 9.4 TVET system and international developments ................................................. 84 10 THE PROFESSION OF TVET TEACHERS/LECTURERS .................................................. 86 10.1 Key messages of this chapter ....................................................................... 86 10.2 Types of TVET teachers ................................................................................ 86 10.3 Status of TVET lecturing profession ................................................................ 87 10.4 Access to the TVET lecturer profession and pathways
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