TVET Research in SSA: Recommendations for Thematic Priorities
This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
Article Views and Downloands Counter
Adam, T., Agyapong, S., Asare, S., Heady, L., Wacharia, W., Mjomba, R., Mugo, J., Mukiria, F., & Munday, G. (2020). Unlocking data to tell the story of education Webinar summary and synthesis. ESSA, Zizi Afrique, EdTech Hub. in Africa: https://doi.org/10.5281/zenodo.4279156.
Adam, T., El-Sefary, Y., Haßler, B., Khalayleh, A., Kremeia, A., Proctor, J., & Mtebe, J. (2021). The Use of technology in the CPD implementation plan in Tanzania [Technical Guidance]. EdTech Hub. https://doi.org/10.5281/zenodo.4665846. https://docs.edtechhub.org/lib/N5HMII3R.
Ahmed, H. (2011). Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). [PhD Thesis, Technische Universität Dresden]. http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf. (details)
Allier-Gagneur, Z., McBurnie, C., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: a summary of evidence on teacher education (HDR10B) (EdTech Hub Helpdesk Response No. 10B). https://doi.org/10.5281/zenodo.3873462.
Allier-Gagneur, Z., McBurnie, C., Chuang, R., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (Helpdesk Response No. 10B). EdTech Hub. https://doi.org/10.53832/edtechhub.0007.
BIBB. (n.d.). Federal Institute for Vocational Education and Training (BIBB) - Germany.
BIBB - Tasks of the Inter-Company Vocational Training Centres. https://www.bibb.de/en/12303.php.
Belwal, R., Dawit, A. K., & Medhanie, G. A. (2010). Challenges of Curtin-AVU-AAU distance learning program in Ethiopia: A Case Study. MERLOT Journal of Online Learning and Teaching.
Butler, E., & Ferrier, F. (2000). “Don’t be too polite, girls!” Women, work, and vocational education and training: A critical review of the literature. National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia
Chandra, S. (2020). Why the world needs a curriculum alignment hub [Working Paper]. Learning Equality. https://docs.edtechhub.org/lib/2RMKAHXF.
Clark-Wilson, A., Bashir, A., & Kaye, T. (2021). A Theory of Change for a Technology- Enhanced Education System in Bangladesh (Working Paper No. 30). EdTech Hub. https://doi.org/10.5281/zenodo.4610089. .
David, S., & Asamoah, C. (2011). Video as a tool for agricultural extension in Africa: A case study from Ghana. International Journal of Education and Development Using ICT.
Deissinger, T. (2013). Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? An International Perspective. In K. Beck & O. Zlatkin-Troitschanskaia (Eds.), From Diagnostics to Learning Success: Proceedings in Vocational Education and Training (pp. 295–307). https://doi.org/10.1007/9789462091917_023.
Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2012). A Roadmap to Vocational Education and Training Systems Around the World [Discussion Paper]. Institute of Labor Economics (IZA). http://repec.iza.org/dp7110.pdf.
Eicker, F., Fiedler, K. A., & Haseloff, G. (2017). Networked shaping–a perspective for international vocational education and further education of vocational educators. In F. Kaiser & S. Krugmann (Eds.), Social Dimension and Participation in Vocational Education and Training.
El-Serafy, Y., Khalayleh, A., Carter, A., Haßler, B., Proctor, J., & Adam, T. (2021). Strategy for Tanzania — Focus Area: TCPD in primary schools. EdTech Hub. https://doi.org/10.5281/zenodo.4742727.
Ezekoye, B. N. (2017). Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub- Saharan Africa (UA-D817B237-7BE9-4322-AAA9-D0D6A0626163). 11.
Gaidzanwa, R. (2008). Gender Issues in Technical and Vocational Education and Training. https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf. .
Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology. EdTech Hub.
Haßler, B. (2021a). A mixed-methods evidence assessment for emergent fields of knowledge (Working Paper No. 24). EdTech Hub. https://doi.org/10.53832/edtechhub.0003. https://docs.edtechub.org/lib/PUVVR28E.
Haßler, B., & Haseloff, G. (2021b). TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs. https://doi.org/10.53832/opendeved.0201.
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020a). Technical and vocational education and training in sub- Saharan Africa: A systematic review of the research landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831.
Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and scaling pedagogic innovation in Sub-Saharan Africa: Grounded insights for teacher professional development. 5(1). https://docs.opendeved.net/lib/D2GQYC5S.
Haseloff, G. (2017). The train the trainer-system: Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa. 7.
Hoosen, S., & Butcher, N. (2017). Chapter 12: Considerations in costing ODL and ICTs in TVET. In C. Lachem (Ed.), Using ICTs and Blended Learning in Transforming TVET.
Kaye, T., Groeneveld, C., & Bashir, A. (2020). Monitoring distance education: A brief to support decision-making in Bangladesh and other low and lower-middle income countries. Zenodo. https://doi.org/10.5281/ZENODO.4140104.
Khalayleh, A., Baloch, I., Dele-Ajayi, O., & Kaye, T. (2021). A monitoring and evaluation framework for blended learning: Pakistan Ministry of Federal Education and Professional Training [Working Paper]. EdTech Hub. https://doi.org/10.5281/zenodo.4633326.
King, K. (2010). China’s cooperation in education and training with Kenya: A different model? International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2010.03.014.
Kyobe, E. (2017). The Concept of competence based assessment in vocational education and training (UA-31AF5389-064E-4F71-A3D0-4D008CE3E769). 7.
Lange, S., & Benavot, A. (2016). Achieving teaching quality in Sub-Saharan Africa: Empirical results from cascade training. (LOCAL-SCOPUS_ID:85017575802). Springer VS, Wiesbaden. https://doi.org/10/gfw34w.
Lolwana, P., & Oketch, M. O. (2017). Introduction keynotes - Technical and vocational education and training in Sub-Saharan Africa: The missing middle in post-school https://www.wbv.de/artikel/6004570w011.
Maclean, R., & Wilson, D. (2009). International handbook of education for the changing world of work: Bridging academic and vocational learning. Springer Science & Business Media.
Mayaka, M., & King, B. (2002). A Quality assessment of education and for Kenya’s tour- operating sector. Current Issues in Tourism. https://doi.org/10.1080/ 13683500208667911.
McBurnie, C. (2020, November 21). Monitoring and evaluating radio in education. EdTechHub. https://doi.org/10.5281/zenodo.4707898.
McBurnie, C. (2021). Navigating the ‘data revolution’: A case study on the one tablet per school programme in Sierra Leone (Working Paper No. 12). EdTech Hub. https://doi.org/10.5281/zenodo.4430545.
McBurnie, C., & Beoku-Betts, I. (2021). Advancing data-driven decision-making for school improvement: Findings from the one tablet per school user testing programme in Sierra Leone [Working paper]. EdTech Hub. https://doi.org/10.5281/zenodo.4896502.
McBurnie, C., & Plaut, D. (2021). Continuous professional development in Sierra Leone: Scoping phase overview [Internal papers]. EdTech Hub. https://doi.org/10.5281/zenodo.4774318. Available from
McBurnie, C., Allier-Gagneur, Z., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C)(EdTech Hub Helpdesk Response No. 10C). EdTech Hub. https://doi.org/10.53832/edtechhub.0008.
McBurnie, C., Moriba, S., & Brainard, P. (2021, March). Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development [Blog post]. EdTech Hub. https://doi.org/10.5281/zenodo.4584801.
McGrath, S., Mulder, M., Papier, J., & Suart, R. (Eds.). (2019). Handbook of vocational education and training : Developments in the changing world of work. Springer International Publishing. https://www.springer.com/gp/book/9783319945316.
Mertineit, K. D. (2013, June). TVET for a green economy. https://www.enterprise- development.org/wp-content/uploads/TVET_Green_Economy.pdf.
Mulder, M., & Roelofs, E. (2011). A critical review of vocational education and training research and suggestions for the research agenda. Wageningen University https://www.mmulder.nl/wp-content/uploads/2011/11/2012-Mulder-Roelofs- Critical-Review-of-VET-Research-and-Research-Agenda.pdf
Mulder, M., & Roelofs, E. (2012). A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda. https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical- Review-of-VET-Research-and-Research-Agenda-2012.pdf.
Naeve-Stoß, N. (2017). The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education. Social Dimension and Participation in Vocational Education and Training, 4.
Oketch, M. (2017). Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa. https://www.researchgate.net/ publication/351773733_Crosscountry_comparison_of_TVET_ systems_ practices_ and_policies_and_employability_of_youth_in_sub- Saharan_Africa/citation/download
Oketch, M. O. (2007). To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa. International Journal of Educational Development, 27(2), 220–234. https://doi.org/10.1016/j.ijedudev.2006.07.004.
Oketch, M., Mutisya, M., & Sagwe, J. (2012). Parental aspirations for their children’s educational attainment and the realization of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences (DOI- 10.1016/j.ijedudev.2011.04.002). 1203.
Papier, J. (2017). A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education. (details)
Papier, J., Hartmann, M. D., Ogwo, B. A., Ezekoye, B. N., & Gessler, M. (2017). Fundamentals. Session 1 - Vocational education and training: Basics for teaching and research in vocational education and training at universities (F. Eicker, G.
Haseloff, B. Lennartz, G. Haseloff, F. Eicker, & B. Lennartz, Eds.; pp. 39–40). W. Bertelsmann Verlag. https://www.ssoar.info/ssoar/handle/document/52708.
Pongo, N., Effah, B., & Osei-Owusu, B. (2014). The impact of TVET on Ghana’ssocio- economic development: A case study of ICCES TVET skills training in two regions of Ghana. American International Journal of Contemporary Research, 3. https://www.researchgate.net/profile/Bernard_Effah/publication/261146524_The_Imp act_of_TVET_on_Ghana's_SocioEconomic_Development_A_Case_Study_of_ICCES_TVET_Skills_Training_in_Two_Regions_of_Ghana/links/00b495335790e9baf5000000.pdf.
Copyright (c) 2022 Africa Journal of Technical and Vocational Education and Training
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Copyright Notice Copyright of published articles is held by AfriTVET. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.