African economies have experienced fundamental changes over the past decade. Many have undergone structural adjustment and policies have favored increased market liberalization. Important initiatives have also taken place in vocational skills development in the face of growing deterioration in public financing of training systems. Cash-strapped systems have sought financing from new sources. Partnerships have developed through training authorities that have taken the management of skills development in some countries. Private training markets have appeared and grown. Training for the informal sector has come to the forefront in view of the growing scarcity of formal wage employment. In general, skills development is seen by many governments as an increasingly important factor in the multi-pronged drive to enhance productivity, stimulate economic competitiveness and raise people out of poverty. However, vocational skills development is also known to be costly and difficult for governments to get it right. It is a field in which it is crucial constantly to learn from experience, and to share knowledge.
Now, a decade after the World Bank published a major policy study on skills development, Vocational and Technical Education and Training: A World Bank Policy Paper (1991), the Africa Region of the Bank has completed a series of studies about skills development in Sub-Sahara Africa (SSA). The review updates information and analysis helpful for decisions in this demanding policy field. The report documents the trends and issues, and provides a basis for advising client countries in the region and guides external assistance. More specifically, the objectives were to (a) update knowledge about the status of technical - vocational education and training in the region, (b) explore issues and recent developments, and (c) distill a set of lessons and policy messages to guide skills development in the region.
The review has been conducted in three phases. The first phase (2000 -2001) encompassed nine thematic studies and a synthesis. The second phase (2002) included five studies, half continuing and deepening earlier work and half on new topics. The third phase (end 2002) involved extensive consultations and dissemination. A final synthesis report will appear by mid 2003 after prior consultations with clients and partners.
The Norwegian Government provided financing for the preparation of the first phase study through the Norwegian Education Trust Fund, and financed consultation and dissemination in the third phase. The second phase of the regional review was financed by the U.K.’s Department for International Development (DfID).
Partner agencies have been important in carrying out the studies in this review. The International Training Center of the ILO in Turin (http://www.itcilo.it/), and UNESCO’s International Institute of Educational Planning in Paris (http://www.unesco.org/iiep) have each contributed several studies. In addition, the Institute for International Cooperation of the German Adult Education Association (IIZ-DVV) has collaborated with the Bank on one study (http://www.iizdvv.de/englisch/publikationen.htm). Further studies on related topics can be found on the websites of the above organizations.
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