The Better Education for Africa’s Rise project
Promoting and transforming the TVET landscape in Eastern Africa
The Better Education for Africa’s Rise II (BEAR II) is a joint initiative of UNESCO and the Republic of Korea, which will be implemented over five years from 2017 to 2021.
The project supports five Eastern African countries: Ethiopia, Kenya, Madagascar, the United Republic of Tanzania and Uganda, in improving the relevance, quality and perception of their TVET systems.
BEAR II draws on the knowledge and experience from the first BEAR project which was conducted in 2011 - 2016 and supported TVET systems in five Southern African Development Community (SADC) countries, namely: Botswana, DR Congo, Malawi, Namibia, and Zambia. More information on the first BEAR project can be found here:
- Better Education for Africa's Rise: the BEAR project; progress and achievements UNESCO, 2016
- Better Education for Africa's Rise: the BEAR project, UNESCO, 2014
Objective and focus areas
The global objective of BEAR II is to give young people in the five beneficiary Eastern African countries a better chance to access decent employment and/or generate self-employment.
The project contributes to global efforts to implement the Education 2030 Agenda, the Continental Education Strategy for Africa (2016-2025), and the UNESCO Strategy for TVET (2016 – 2021).
BEAR II builds on national and regional development plans and priorities of each participating country and on UNESCO’s work in the region including the follow-up to the Mahe Process (2016). It aims to improve national TVET systems by focusing on three key areas:
- Making TVET more relevant to the needs of the economy and labour market;
- Enhancing the quality of TVET programmes and institutions;
- Improving the perception of TVET among young people, enterprises and society.
BEAR II works by drawing on the needs and priorities of each beneficiary country to implement the best and most successful intervention strategies in key areas:
- The project aims to increase the relevance of TVET with more responsive programmes which meet the needs of individuals and the industry; the requirements for transitioning to sustainable development; and emerging digital economies.
- The quality of TVET programmes and institutions will be enhanced through curricula reforms; improved management, pedagogical resources of teachers, and equipment.
- The image of TVET will be improved through initiatives like a national skills competition; career guidance and counselling services; and by connecting TVET with other levels of education.
UNESCO will set up management, monitoring and evaluation structures for the project, and the Republic of Korea will establish mechanisms to monitor and support the implementation.
For more information please contact the Section of Youth, Literacy and Skills Development, e-mail: email@example.com