The role of UNEVOC Centres in furthering the Second Decade of Education for Africa TVET Plan of Action Nairobi Kenya, December 2011

Transcription

1 CONCEPT NOTE The role of UNEVOC Centres in furthering the Second Decade of Education for Africa TVET Plan of Action Nairobi Kenya, December 2011 The Second Decade of Education for Africa TVET Plan of Action The Second Decade of Education for Africa Plan of Action was launched in September, 2006 in MAPUTO MOZAMBIQUE. This Plan, prepared by Africa itself, for the benefit of the entire African continent and its people, drew on the capacities of existing institutions (such as FAWE, AAU, ADEA, ADB), and the valuable work done by UNESCO and its major Jomtien partners. It was the wish of the African Union that the Plan be largely self-funded, from the internal resources of Member States. It was also expected that intra-continental support for the poorest countries by wealthier African countries would become institutionalised as regular practice. Finally, it was also expected that the Regional Economic Communities (RECs) would pool countries efforts to foster intra-regional collaboration, facilitate the implementation of the Plan of Action and monitor progress. Technical and vocational education and training (TVET) was seen as an essential part of general education, in addition to its focus on preparation for the world of work through specialised technical training. The Plan insisted that Quality TVET that responds to the demands of the labour market needed to be designed and delivered by educational institutions and other providers in close partnership with prospective employers. These programmes were considered vital for equipping the increased numbers of young people completing basic education programmes as a result of the EFA process, with the skills for entering the world of work. The Plan saw the necessity to change attitudes towards TVET among parents, teachers and the public, and develop TVET as a complementary system of education, with possibilities of credit transfer to higher education. It was believed that in the absence of sufficient opportunities for wage employment in Africa, formal and non-formal TVET programmes augmented by entrepreneurship training and career guidance and counselling could help people, including those marginalised by conflict or HIV and AIDS, to become independent socio-economic operators. Such programmes could also enable those working in the informal economy to further develop their businesses. Given that vast numbers of young people are outside the formal school system, integrated non-formal learning consisting of literacy and TVET programmes, especially for girls and women, were seen to have the potential to enhance the well-being of communities throughout Africa. TVET also offered an avenue for preserving, fostering and adding value to indigenous knowledge, technology and cultural art forms. The Plan identified the following priority intervention areas: 1. Equitable access to TVET for all; 2. Quality and relevance of national TVET systems and programmes, with increased participation and financing by the private sector; 3. Enhanced resources to ensure modern equipment and facilities for TVET; 4. Integration of TVET in literacy and non-formal education programmes for vulnerable groups; and reconstruction in post conflict situations; 5. Capacity building, including the mobilisation of TVET teachers;

2 Repositioning of UNESCO-UNEVOC In accordance with the new UNESCO strategy for TVET, UNESCO-UNEVOC has repositioned its role and function as the UNESCO s lead agency for worldwide service in TVET development, with the unique mandate to promote and assist countries implement a holistic vision of TVET, which encompasses the notions of education and training in an equal manner, is lifelong, and accessible to all. To achieve its aims, UNESCO-UNEVOC functions as a resource and capacity development centre by providing services in the area of capacity development, knowledge sharing, and global networking through its two flagship networks: UNEVOC network - a worldwide network of specialised TVET institutions and the e-forum - a virtual community for TVET experts, so as to strengthen TVET systems in the member states. The UNESCO-UNEVOC International centre fosters the UNEVOC Network in UNESCO Member States. It is an international Network in Technical and Vocational Education and Training (TVET). This Network is made up of UNEVOC centres, which are endorsed for registration as National Centres by the National Commissions through the UNESCO- UNEVOC International Centre in Bonn. UNEVOC Achievement and present Status of the Network The UNEVOC Network has a threefold objective: 1. To encourage and promote the development of TVET policies and systems in Member States 2. To develop the capacities of UNEVOC Centres and associated TVET practitioners, and, 3. To share knowledge, know-how and competencies through good practices and innovation in TVET The UNEVOC Network is found on all continents and in most UNESCO Member States. In September 2011, the online UNEVOC Network Directory listed 282 UNEVOC Centres in over 165 UNESCO Member States. UNEVOC Centres have in common a position within their country that allows them to cooperate with other TVET stakeholders, both nationally and internationally. The UNEVOC Network covers a number of important TVET roles due to the considerable institutional diversity in the institutions among the UNEVOC Centres. This diversity covers government departments, statutory authorities; public and private vocational education and training institutions, quasi-public institutions, tertiary institutions providing advanced technological education and/or skills development centres, and TVET pre-service and in-service teacher training institutions. The International Centre maintains regular and systematic contact with the Network through meetings, regular progress reports and updates. Since its creation, the UNEVOC Network has become an exclusive global platform for TVET whereby UNESCO can pursue its integrated approach to further mainstream South-South and North-South. The Network has allowed for sharing knowledge and experiences

3 regarding all aspects of TVET. The UNEVOC Network provides opportunities for Centres to collaborate with increased frequency amongst those with closer interests and concerns. At best regional clusters, thematic clusters and online clusters are successfully promoted. A key purpose of these specialist clusters is the collection and dissemination of examples of innovation and best practice in TVET. Another achievement of the Network is the access that the Network members have in order to undertake successful TVET reform. Regular and systematic contact, regular and systematic meetings, regular progress reports and updates provide the UNEVOC Network leaders with relevant and current information, not only through traditional (and new) forms of knowledge management, but also through face to face meetings with equivalent leaders from other countries. The UNESCO-UNEVOC Network is proud of the availability of high quality publications which are shared and used by the whole TVET community via the Network Centres. The workshop (13-16 December 2011) In line with the UNESCO TVET strategy, the UNESCO-wide Medium Term Strategy (C/4), and the UNESCO Approved Programme and Budget (C/5), UNESCO-UNEVOC facilitates member countries to address different aspects of TVET development including relevance, quality, image, access, capacity, efficiency and effectiveness of the TVET system. UNESCO- UNEVOC is also strengthening its expertise in the area of advisory and advocacy to assist member states in various TVET issues including planning and management of TVET institutions, developing policy papers and strategic interventions. In line with its role and mandate, UNESCO UNEVOC proposes to make a critical look at what the first half of the Second Decade has achieved from , with regards to the implementation of the TVET Plan of Action. In this connection UNESCO UNEVOC Bonn, with the support of its UNEVOC Centres is planning to have a 4 day workshop from December 2011 in Nairobi. The meeting objectives are the following: 1. To analyse TVET priorities at national level 2. To make an assessment of the progress made by the participating countries in realising the priority intervention areas of the TVET Plan of Action of the Second Decade of Education in Africa, notably, Equitable access to TVET for all; Quality and relevance of national TVET systems and programmes; Non-formal education: literacy and TVET; and vulnerable groups; Capacity building; Financing TVET; Using network strategies. 3. To analyse the alignment between individual countries, their national priorities and TVET plans and the AU Plan of Action 4. To consider the linkages between training provision and the labour market needs in participant countries

4 5. To consider the present role of the UNEVOC centres in these priority intervention areas and the role UNEVOC centres should play in these areas as well as the capacity that is needed to achieve them 6. To share experiences with participants from other countries on good practices in different parts of Africa 7. To analyse the main challenges in handling the intervention areas in 1, 2, 3, 4, 5 and 6 above. This meeting will build on on-going initiatives in TVET by ADEA through the ICQN led by Cote d'ivoire (ADEA launched the concept of Inter-Country Quality Node or ICQN in order to act as a catalyst for innovative policies and practices that are conducive to change in education and training in Africa through the pooling of thinking, experiences, lessons learned and knowledge. To this end priority is given by ADEA to the networking of decision makers and public and private actors who can make a joint contribution to the resolution of common challenges at the regional and sub-regional levels), the on-going activities of the IATT spearheaded by UNESCO BREDA and the SADC led initiative supported by UNESCO. The meeting will also consider the role of the UNEVOC centres within the national policy framework and consider how they can be more directly involved in 1. A national policy review and related policy development 2. Establishing the required data base for TVET 3. The production of information and knowledge needed at national and sub-regional level The meeting will also provide an opportunity for UNEVOC Bonn to share with the UNEVOC Centres 1. The repositioning of UNEVOC 2. The new Network strategy The meeting will end with a presentation of the Third World Congress and preparations being taken. Participants Participants will be high level policy makers based in their respective Ministry of Education or national TVET bodies responsible for policy coordination and implementation and Heads of UNEVOC Centres. The UNESCO Regional Office (BREDA) and other UNESCO Field Offices in Africa will be invited to participate in the meeting. Will also be invited to participate in the meeting: - Representatives of the African Union/NEPAD - Representatives of ADEA - Representatives of SADC and ECOWAS Participants will be expected to prepare a report on the current challenges and good practices of TVET in their respective countries, as

5 well as an evaluation of what has been achieved with regards to the TVET Plan of Action of the AU Second Decade of Education. Participating countries: - Botswana (EN) - Benin (FR) - Cameroon (BI) - Central African Republic (FR) - Cote d Ivoire (FR) - Egypt (EN) - Gambia (EN) - Kenya (EN) - Liberia (EN) - Malawi (EN) - Mali (FR) - Mauritius (BI) - Mozambique (PO) - Senegal (FR) - Sierra Leone (EN) - Sudan (EN) - Swaziland (EN) - Uganda (EN) - Tunisia (FR) - Zambia (EN) - Zimbabwe (EN)