|Enhancing Cooperation Between Technical and Vocational Education and the Economy in Swaziland (UNESCO, 1993, 58 p.)|
The purpose of this document was to examine the economic and social context of vocational and technical education, identify constraints on vocational and technical education, and suggest improvements to vocational and technical education in the light of prevailing economic potentials and challenges in Swaziland. In an attempt to address these areas, the following were highlighted:
· The economy and labor market relevance of education,
· Small business development and entrepreneurship education,
· Constraints to small business development,
· National policy on vocational and technical education, and
· Profiles of selected major formal and nonformal vocational and technical education institutions and programs, including vocational special needs education.
The procedures employed in the compilation of this document included on-site visitations of the institutions and personal interviews, and an extensive review of the literature, research, and commissioned studies with a focus on vocational and technical education (see reference section). We will hasten to state that this document does not pretend to either present answers or prescribe policy. However, it does attempt to address areas which appear to hold the key to fostering and promoting the role of vocational and technical education in socioeconomic development which may result in an economic return on investment to the learner and society.
Comfort B. S. Mndebele is a lecturer at the University of Swaziland, but is currently completing (May, 1994) a Ph.D. degree in vocational and technical education (major) and counselor education (minor) at Virginia Polytechnic Institute and State University (USA). Leonard B. Lukhele is the Principal of the Swaziland College of Technology who has served on several commissioned studies in vocational and technical education in Swaziland. The authors are grateful to those who participated in this study.
The views expressed in this document are those of the authors and do not represent those of the United Nations Educational, Scientific and Cultural Organization.