TVET in Southern Africa

Project name :

TVET in Southern Africa

Budget :

500K$ - 1M$

Project duration :

02-01-2011

Location :

Zimbabwe
Within the context of UNESCO’s TVET strategy and guided by a Memorandum of Understanding between UNESCO ROSA and the SADC Secretariat, UNESCO is supporting SADC and its member states to implement this agenda for skills development and to foster TVET for enhancing the development of skills and competences for life. UNESCO is currently supporting the SADC Secretariat to finalize the second Strategic Framework for the development of TVET in SADC (2018-2027).
Key figure: 

1500

Beneficiaries

5000

Jobs

6

Countries

UNESCO is implementing several TVET projects in the region such as the South-Korea funded Better Education for Africa’s Rise (BEAR) project in Botswana, Malawi, Namibia, and the Democratic Republic of the Congo. The project was implemented from 2011 to 2016 and sought to influence sectoral programmes through public and private partnerships to improve knowledge base and capacity of TVET systems to develop evidence-based TVET policies.

Through the first phase of the BEAR Project, a total of 744 teachers received training and 12 new curricula were developed in the five beneficiary countries. In all five countries, significant progress has been made towards increasing the relevance of TVET to the needs of individuals and industry. Follow up activities of the BEAR project focus on supporting Botswana, Malawi, Namibia, and Zambia to develop and institutionalize TVET EMIS to strengthen data and evidence to inform policy initiatives.

UNESCO ROSA is also partnering with the European Union (EU) and the Government of Malawi to expand and improve equitable and gender-balanced Technical, Entrepreneurial and Vocational Education and Training (TEVET) though the flagship Skills and Technical Education Programme (STEP), which is being implemented in Malawi from 2016 to 2020. The project seeks to promote equitable and gender-balance access to TEVET; improve the quality and relevance of TEVET, and strengthen the governance and management of TEVET regulatory bodies and training institutions.

To inform evidence-based policymaking, UNESCO has also commissioned research studies such as the UNESCO-SADC study of 2013 on the status of TVET in the SADC region, which was used to inform the first SADC TVET strategy. Other commissioned researches include a study on the situation of NQFs in the region (2017) and a review of TVET Policies (2016-ongoing with ILO). A TVET policy review has been completed for Namibia, is on-going for Zimbabwe and planned for Malawi.

Capacity building and the sharing of experiences among countries has been facilitated through the organization of multiple regional fora on TVET in the region, such as on TVET Qualification Frameworks and NQFs in 2016, on TVET in 2016, on TVET Teachers in 2017, on TVET Leadership in 2017 and on Work-based Learning in 2018.