As a result, it emerged from being one of the poorest countries in the 60s to its current classification by the World Bank as an upper-middle-income country. Tourism currently represents Botswana's second key natural asset after mining and has the potential to become one of the primary drivers of the economy through high value product differentiation in areas such as eco, historical, cultural and adventure tourism. However, the government is aware of the need to diversify away from a narrowly commodity-based economy to one that is more secure and sustainable, and which can draw an increasing proportion of the potential workforce not only into the workforce, but more importantly into employment in high-value jobs.
It is a challenge that the government hopes to overcome with the ongoing expansion of secondary schools and the introduction of the TVET course at secondary schools. The takeover exercise was completed in 2011 and it came with challenges such as ensuring that the quality of education is improved, TVET teachers are trained and developed and the infrastructure of the centers is improved. At the workshop, a clear cooperation framework was established for the implementation of the project and the involvement of the national stakeholders in the project.
It was also agreed that there would be a project coordinator who would oversee the day-to-day operations of the project.
Challenges Inhibiting Development
Possible Strategies and Direction for Improvement
Linking training institutions with employers to ensure that training institutions produce the skills required by the labor market – therefore human resource development (HRD) must be responsibly shared between government and stakeholders.
Bibliography
Socio-economic situation of the DRC
In fact, the potential for large-scale agricultural production in the DRC is so enormous that this sector could be useful as a basis for economic revival. The DR Congo has approximately 80 million hectares of agricultural land and represents 70% of the farmers, but only 10% of the land is cultivated. Regarding the significant area of the Buildings and Public Works (BTP), there is an urgent need to strengthen the average physical characteristics and materials that can re-energize the steel structure in accordance with the needs of local people and communities.
The main conclusions of the various workshops, conferences and seminars on ftp challenges in DR Congo, according to the studies, concern many challenges for ETFP. In Africa as a whole, the rural population accounts for more than half of the working population in many countries, such as the DRC. Among the many challenges specific to the DCTP, one of the most important is training that does not adapt to the demands of the world of work.
How to ensure permanent means of leveling and what curricula and training equipment.
Inventory of fixtures of technical teaching and the vocational training in Republic Democratique of Congo
How to deal with flows of education leavers in labor markets without sufficient capacity to ensure their absorption.
The following aspects are developed in this diagnosis: access to ETFP;. practical training and school curriculum;. tables...) that are misplaced or at best disintegrated, rusted or poorly adjusted; and. Despite the efforts of supporters, the infrastructure and equipment of technical and vocational education facilities are in poor condition, even completely dilapidated. It does not allow teachers or students to work in an appropriate environment.
Others no longer respond to current security requirements or are outdated due to technological evolution and innovations. Some can be repaired by incurring costs that exceed the financial capacities of the training structures. Many tools or equipment were looted in two waves during the early nineties due to the various wars the country faced.
The programs of the subjects to be taught in technical and vocational secondary education were introduced between 1967 and 1984 and are completely outdated. The link between school syllabus on the one hand, and the needs for the labor market on the other hand, is very weak.
Future prospective customers
SITUATION ANALYSIS
- Macroeconomic Framework
- Education Sector Context 2.1 Vision of the Education Sector
- Overall Sector Conditions
- Access and Equity
- Quality and Relevance
- Governance and Management
- Skills Development System in Malawi
- Constraints and Challenges inhibiting Development 4.1 In the context of agriculture sector
- The context of construction sector
The overall objective of the MGDS is to reduce poverty through sustainable economic growth and infrastructure development. Government strategies for the education sector, especially those related to meeting the Millennium Development Goals (MDGs) and Education for All (EFA) requirements, are covered under the theme of social development. The implementation of MGRS takes place through the state budget, in accordance with the Medium-Term Expenditure Framework.
The mandate of the Ministry of Education is to contribute to social development as articulated in the MGOS. The PIF pointed out that the "broad policy of the Malawi government is to alleviate poverty" and that "Education is at the center of this policy." The PIF has made it clear that investment in education yields "broad economic and social benefits", listing some specific benefits, and stating that "The Government further recognizes that education is an important ingredient in the development and nurturing of an educated leadership and effective management The HIV pandemic has also dramatically affected the development and performance of the education sector.
Since the introduction of the largely unplanned free primary education in 1994, the education system has been unable to cope with the enrollment explosion it has caused. There is a difference of 44 percentage points between the richest quintile and the poorest quintile of the population. The second theme identified in the NESP relates to quality and relevance, as targeted outcomes of the education sector.
However, high dropout rates have the greatest detrimental effect on the internal efficiency of the system. A third theme highlighted in the NESP is the governance and management of the education system to enable more efficient and effective service delivery. The majority of agricultural activities are carried out by farmers in rural areas, who represent approximately 80% of the population.
The dependence on rain-fed agriculture has affected the productivity of most crops in the wake of the climatic changes, resulting in reduced harvests, and this has also made the agricultural sector a risky area of investment. The quality level of products and services in the sector is generally low because some of the services and products are performed by people who have had no formal training. Government of Malawi (GOM-2008): Institutionalizing Sector Working Groups (SWGs) to Strengthen the Implementation of the Malawi Growth and Development Strategy, MoF, MDP&C.
Manda S & Okwach A (2007), HIV and AIDS Prevention and Mitigation Assessment Report in the Education Sector in Malawi; Final Report, MEST, Malawi.
The Socio-Economic Conditions of Namibia
Namibia’s Education System
Namibia which concentrates on skills required by the industrial sector, such as technical or administrative studies; the University of Namibia covers other classic university programs and finally the International University of Management concentrates on management programs.
The Major Constraints and Challenges Inhibiting Development in Vocational Education and Training
- Poor Perception of TVET
- Gender Stereotyping
- Instructor or Trainers Training
- Linkage between Vocational and General Education
- Linkage between Formal and Non-formal TVET
- Linkage of TVET to the Labour Market
- Human Resource Development
It should be possible for students who leave the school system to learn a trade and re-enter formal vocational education to improve their skills, either on a part-time or full-time basis. In the same way, students from regular vocational education should be able to acquire relevant practical skills in the non-formal sector. TVET programs should therefore be linked to the labor needs of the labor market and industry.
In the labor market, there is a mismatch between the demand and the supply of labor and this is one of the main reasons for the growth of unemployment in the country. The country has just launched the Education and Training Sector Improvement Program (ETSIP), a strategic plan to increase service delivery in the education sector. In the long term, the actual shortage of human resources would be significantly reduced if ETSIP could provide the necessary financial and technical support.
However, the question of how to fill the short- and medium-term shortages in human resources remains crucial.
The Possible Strategies and Directions for Improvement Vocational Education and Training
BEAR Project: Better Education for Africa’s Rise (Logical Framework)
- Introduction
- Background
- Demographic Characteristics
- Economic Trends
- Employment Trends
- Challenges Facing the Construction Sector
- Development Challenges Facing the Tourism Sector
- Education and Skills Development System in Zambia
- Policy Environment
- Challenges Facing the Education and Skills Sector
- Options for Increasing Accress to Quality and Equitable Education and Skills Training
- Conclusion
This paper provides an overview of the social economic conditions in Zambia and how the Education and Training system presents opportunities to address some of the issues currently facing Zambia, particularly in the construction and tourism industries. Of the country's land area of approximately 752,000 square kilometers, 56 percent is arable land (42 million hectares). Furthermore, about 35 percent of the fresh water resources in the SADC region are in Zambia, which if used effectively, can make agriculture a mainstay of the economy.
In the last decade Zambia's economy has grown steadily from the slump years of the 1990s. Between 2002 and 2005 growth was 4.8% per year, which doubled the performance of the previous four years. For the following five years, the annual growth rate was mostly above 5%, including the period of the global recession of 2008/2009.
In addition, new private mines were opened in the North West Province, which is now home to one of the most productive copper mines in the world. The country's long-term vision is summarized in the Vision 2030 statement, which expresses Zambia's commitment to becoming a "prosperous middle-income nation" by 2030. This was also the case for the manufacturing, transport and communications sectors, where skilled employment accounted for only 1.4% of the total.
The figure below shows the percentage distribution of labor by sector based on the results of the Living Conditions Monitoring Survey (LCMS) 2006. Moreover, the total value added of the agricultural sector is not only small, but decreasing over time. The analysis of limitations also attributes the low income growth of the poor to a) the dominance of self-employment, especially in agriculture; and b) limited growth.
If we consider other types of tourism outside of nature tourism, the industry's economic contribution is likely to be even greater. Most industry leaders cited the lack of a well-trained and motivated service workforce as the main obstacle to tourism growth. As such, the Zambian government has recognized the important role that education plays in raising morally and intellectually upright individuals with a view to applying the acquired skills and knowledge for the overall development of the country.
However, most of the education and training in Zambia has been mainly institutional based where learners are confined to conventional training institutions.
