PREFACE

In conformity with UNESCO's Programme and Budget for 1994-195 and within the framework of UNESCO's International Project on Technical and Vocational Education (UNEVOC), the African Regional Office (BREDA) has closely worked with Member States in the region to promote the development of technical and vocational education.

In 1993-1995, case studies have been undertaken in both the English and French speaking countries in the Africa region. The case studies focused on two major areas of growing importance in technical and vocational education. One is the "Role of Technical and Vocational Education in Educational Systems"; the other is "Policy and Legislation in Technical and Vocational Education to enhance co-operation with the World of Work".

The case studies undertaken included those of Ghana, Kenya, Nigeria, Swaziland while those from the Cameroon, Congo, Côte d'Ivoire, Madagascar and Senegal. These data from Guinea-Bissau and Cape Verde were also collected. These case studies are representative samples of countries in the above and other zones of Sub-Saharan Africa. The similarities in their structures and administrative set-ups are greater than their differences. The problems and constraints which exist are also similar in many respects.

This publication is aimed at facilitating the achievement of UNESCO's goals through its international Project (UNEVOC) which include, inter alia, fostering the international exchange of ideas, experiences and studies on policy issues, and facilitating access to data bases and documentation.

The first chapter presents a synthesis of the case studies in which major trends taking place within the existing socio-economic context are discussed. These include: technical and vocational education within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their afforts to develop TVE and the innovative measures undertaken in response to the problems and constrainsts experienced. The following chapters are individual country case studies giving a more detailed picture of natural afforts and challenges encountered in the development of TVE.

In the final chapter, the authors take the challenge to suggest, in a more comprehensive manner, some strategies in response to the problems and constrainsts raised in the proceeding chapters.

This comprehensive publication, depicting the challenges facing the African nations in their efforts to develop their technical and vocational education systems and the wide spectrum of national policies and innovative measures undertaken to meet these challenges, provides interesting insights and alternative strategies for policy makers, educational planners, researchers, and employers. It is also a worthy contribution of reading materials for students and lecturers in this scarcely researched and published field of education.

We are indeed grateful to the Member States for their active participation in this project, and wish to thank the following authors of the case studies, upon which this synthesis is based:

1. Aska, Kouadio; Côte d'Ivoire
2. Baiden, F. A.; Ghana
3. Ehiametalor, E. T.; Nigeria
4. Lugujjo, E. and Mayindo, B.; Uganda
5. Manatsoa, Victor; Madagascar
6. Mndebele, C. B. S. and Lukhele, L. B.; Swaziland
7. Munetsi, N. N. M.; Zimbabwe
8. Ndimina, G.; Congo
9. Okaka, Peter O.; Kenya
10. Sock, Oumar; Senegal
11. Kaboré, Martin; Burkina Faso
12. Mbangwana, Lucy; Cameroon

Finally we thank Dr. B. Wanjala Kerre, UNESCO's Consultant, for the editorial work of this publication.

The views expressed in this report are those of the individuals concerned and do not necessarily reflect those of UNESCO.

Pai OBANYA
Director
UNESCO Regional Office
Dakar, Senegal