Transcript TVET REFORMS: A COMPARATIVE ANALYSIS OF

BY
ERIC ODOTEI
Background
• West Africa – 17 nations:
– 12 Francophone
– 4 Anglophone – Gambia, Ghana, Sierra Leone & Nigeria
– 1 Portuguese
• French speaking countries follow French TVET system
• English speaking countries follow English TVET
system
Background
 FOCUS OF THE PAPER
 IN WEST AFRICA: TVET system of the English Speaking
West Africa
 Specifically, the TVET system being developed in Ghana
 IN SOUTHERN AFRICA
 There are many countries – 15 SADC countries all at
various levels of development
 Specifically, the TVET system in Botswana
 ANALYSIS OF THE TVET REFORMS IN BOTSWANA
AND GHANA
Ghana TVET Reforms
 Part of Education Reforms launched in 2007.
 Two policy documents:
 TVET Policy Framework for Ghana,
 Council for Technical and Vocational Education and
Training (COTVET) Act
1. TVET POLICY FRAMEWORK
 Priority TVET Sectors:
 Fisheries and Aqua Culture
 Agriculture and Agro-Related Industry
 Business and Commercial
 Arts and Crafts
 Electrical/Electronic Engineering
 Mechanical Engineering
 Automotive Engineering
 Building Construction
 Draughtsmanship
 Tourism and Hospitality
 Information and Communication Technology
Goals of the Framework
 Flexible human resource supply, responsive to changes
in labour market
 Quality skilled workforce to produce goods that are
competitive in the local and global market
Strategies of the Policy Framework
 Improvement of efficiency and management of
TVET system


Establishment of the Council for Technical and
Vocational Education and Training (COTVET)
Coordination of all aspects of TVET
Strategies of the Policy Framework
 Improvement of trainability of the workforce

Introduction of compulsory subjects






Computer Studies,
Mathematics,
General Science,
Social Studies and
English
French (when teachers are available)
Strategies of the Policy Framework
 Improvement of training quality and relevance

Demand driven and competency-based system

Skill standards to be determined by industry

Recognition of Enterprise-based training

Implementation of open-access system, incorporating
flexible delivery modes
 Sustainable funding of TVET

Establishment of Skills Development Fund
2. THE COTVET ACT, 2006
 The functions of COTVET include:
 Formulate policies on skills development
 Coordinate, harmonise and supervise activities of both public
and private providers
 Rationalise assessment and certification system
 Quality assure delivery within TVET
 Maintain a national database on TVET
 Facilitate research and development in TVET
 Source funding to support TVET activities
 Facilitate cooperation between training providers and
industry
 Advise Govt on matters related to TVET management
The COTVET Act
 COTVET is governed by a Board which consists of 15
persons, including
 A Chairperson from industry
 The Executive Director of the Council
 Representatives from government, employers
associations, labuor organisations, institution of
Engineers, association of private TVET institutions
 Two persons nominated by the State President
The COTVET Act
 For its activities, the COTVET has three standing
committees, namely:
 The National TVET Qualifications Committee
 The Industrial Training Advisory Committee
 The Training Quality Assurance Committee
 The reforms in Ghana at its early stages of
development
Botswana TVET Reforms – Policy
Documents
 The policy documents giving birth to the reforms are:
 National Policy on Vocational Education and Training
(1997)
 The Vocational Training Act No 22 of 1998
The Vocational Training Act
 Legally established the Botswana Training Authority as
a body corporate with the following objectives:
 Coordinate vocational training activities to achieve
better integration
 Monitor and evaluate the VT system being developed
 Advise on policy related issues of VT
The Botswana Training Authority
 The Functions of the Authority include the following:
 Promote access to Vocational Training
 Accredit, register and monitor both public and private
training institutions
 Accredit and register trainers of vocational training
 Develop and review national training standards
 Regulate assessment and testing in VT
 Initiate, support and conduct research in VT
Botswana Training Authority
 The Botswana Training Authority has been in
existence for the last 10 years
 Has tried and tested its systems of quality assurance,
monitoring and audits, standards development and
moderation of assessment.
Governance of TVET
BOTSWANA
GHANA
 BOTA is responsible for TVET
 COTVET is responsible for
awards up to Certificate Level
 TEC has oversight of all
awards from Diploma and
above, including all TVET
awards
 Efforts now being made to
bring all under one body HRDC
all levels of TVET provision
(pre-tertiary and tertiary level
education and training).
NATURE AND DELIVERY OF TVET
BOTSWANA
 Outcomes based training
 Various institutions –
government, private, NGOs,
community based
GHANA
 Outcomes based training
 Various institutions –
government, private, NGOs,
community based
QUALIFICATIONS FRAMEWORKS
BOTSWANA
GHANA
 Nine Level TVET QF
 Three Level TVET
Framework - BNVQF
Level
Name of Award
9
Doctor of Technology
8
Master of Technology
7
Bachelor of Technology
6
Higher National Diploma
5
National Diploma
Level
Name of Award
4
National Certificate 2
3
National Certificate
3
National Certificate 1
2
Intermediate
Certificate
2
National Proficiency 2
1
National Proficiency 1
1
Foundation Certificate
FRAMEWORKS
 It is important to note that Botswana has developed a
Ten-Level National Credit and Qualifications
Framework.
 Steps are underway to operationalise this through the
establishment of NCQF Unit in the Ministry of
Education and Skills Development
Other TVET Delivery Modes in
Botswana
 BTEP
 Foundation Certificate
 Certificate
 Advanced Certificate
 Diploma
 Trade Tests
 Trade Test C
 Trade Test B
 National Craft Certificate (NCC)
 Effort are being made to place these within the BNVQF and
ultimately into the NCQF once operational
Certification
BOTSWANA
GHANA
 BNVQF awards - BOTA
 Three awarding bodies
 BTEP awards – Department
of Technical Vocational
Education and Training
(DTVET
 Trade test awards – MTTC
accredited by COTVET
 Proficiency Levels (Levels 1
and 2) – National Vocational
Training Institute (NVTI)
 Certificate Levels (Levels 3
and 4) – NVTI and Dept of
Technical Education, MoE
 Diploma upwards – National
Council for Tertiary
Education
Conclusion
 Ghana TVET reforms are just beginning
 Has a lot to learn from Southern Africa
 Study tours have been undertaken to Southern Africa
including Botswana
 Ghana has a unique TVET QF which provides parallel
alternative route to academic education for those who
go through the TVET route