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close this bookLearning for Life, Work and the Future - Stimulating Reform in Southern Africa through Subregional Co-Operation - Initial Workshop (UNEVOC - Bonn, 2000, 104 p.)
close this folderProject Proposals
View the document1. Enhancing Access to Effective TVET
View the document2. Improving the Quality of TVET
View the document3. Strengthening TVET Teacher Education in Selected SADC Member States
View the document4. Information and Communication Technologies in TVET
View the document5. Unemployment and Training for the Informal Sector
View the document6. Accreditation and Certification of TVET

1. Enhancing Access to Effective TVET

Project Summary

1. Introduction

This project highlights key barriers to accessing Technical Vocational Education and Training (TVET) and identifies interventions to address such barriers.

2. Rationale

Access into TVET is important because:

· Globalisation, and the development of knowledge and skills-based economies, has increased the demand for workers who are flexible, able to work in a team and communicate effectively

· High unemployment requires that systems are in place to produce self-employed entrepreneurs, which in turn will provide opportunities for job seekers

· SADC’s increasing role in the international community demands that TVET in the region has to keep pace and respond to the requirements of a global economy

· The issue of access to TVET has been identified by SADC as one of the key problems to be addressed in the region

3. Analysis of the Actual Situation

To date, no comprehensive analysis of access to TVET in the SADC region exists. As a result, a focus group involving representatives from eight countries within SADC suggested the following current barriers:

· Disadvantaged sectors of society
· Language
· Attitudes towards TVET
· Mismatch between the curriculum, its certification and the world of work
· Lack of student support
· Quality and quantity of teachers
· Methodology of policy development and implementation
· Current selection procedures
· Lack of funding
· The extent to which TVET contributes to socioeconomic systems
· The small number of institutions available for TVET
· Poor management
· Decreased employment in the formal sector
· Educational qualifications for entry and exit.

4. Definition of Access: the Focus of the Proposal

The working group proposed a definition of access to TVET to include the following four aspects:

· Entry barriers
· Institutional barriers
· Exit barriers
· Barriers at the systematic level.

5. Problem Areas

A number of problem areas have been identified which function as barriers to TVET:

· Exclusion of specific sectors of society
· Current low participation in TVET
· Limited number of training facilities
· Lack of student support
· Quality of education and training at TVET institutions
· Mismatch between curricula provided in TVET and lack of jobs in the formal sector
· Negative attitudes towards TVET
· Low budget allocation to TVET
· Poor management structures which exclude industry and other relevant stakeholders
· Lack of access policies.

6. Components of the Proposal

· Develop policy frameworks for access to TVET

· Develop and improve access to loans/grants

· Create regional centres of excellence

· Develop strategies for increasing the relevance of TVET and its responsiveness to the needs of stake-holders

· Develop a knowledge base for access to TVET

· Develop appropriate and relevant curricula.