Challenges of TVET in Developing Countries with a Case Study of Korea’s Aid in SudanKOBE UNIVERSITY

YUKI HARAMOTOyuki611089.h@gmail.com

ContentsBackgroundLiterature ReviewResearch QuestionCase Study

◦ Background of the case study◦ Methodology◦ Results ◦ FindingLimitation of the StudyConclusion

BackgroundSevere Youth Unemployment in AfricaYouth unemployment rate in Sub-Saharan Africa-> 12% (ILO, 2013)

Africa has the youngest population in the world→ about 200 million people (World Bank, 2011)In 15 countries in sub-Saharan Africa, half the population is under age 18 (UNFPA, 2014)More than 20 percent of SSA’s population are between the ages of 15 and 24 and over 40 percent under 15 (World Bank, 2013).

Youth Share in Potential Labor Force

Source: UNDSEA (2013)Notes: Potential labor force is the total population aged 15 years and older.

Labor Force Participation Rate

Source: UNDSEA (2013)Notes: Youth are between 15 and 24 years of age; adults are 25 years and older.

Background Cont’dTransition from Education to Labor MarketNeed of education that provides training and skills for employment.

Technical and Vocational Education and Training (TVET) “Viable tool for delivering basic skills to individuals, enabling them to find employment or launch their own businesses, and to work productively” (UNESCO-UNEVOC).

Literature Review Challenges of TVET

1. Awareness of labor market requirements and needs2. Organizational arrangements and institutional management3. Students' aspirations, access and participation4. Curriculum development and quality assurance 5. Resources and cost effectiveness6. Internal efficiency factors of one sort or another

Literature Review Cont’d1. Awareness of labor market requirements and needs

Links between TVET and the world of employment are still weak.

The education and training of a country must to have reliable labor market information, demands and employers need; particularly in priority trades and occupations to ensure an effective TVET system (Usman and Tyabo, 2013).

2. Organizational arrangements and institutional management

African countries are not considering the condition of industrial and economic conditions, and do not have the abilities to manage related institutions (Ng’ethe, Subotzky and Afeti, 2008).

Literature Review Cont’d3. Students' Aspirations, Access and Participation

There is limited access to TVET especially for poor people in rural areas. Most TVET institutions are located in the big cities and it makes huge barriers to economic and geographical inequalities and also gender inequalities (African Union 2007 and Konayuma 2008).

4. Curriculum Development and Quality Assurance

The current system of education in most African countries practices theoretical methods and creates a lack of practical skills which can be a challenge in bringing up technical skills and enhancing the capability to achieve growth in their economy. However, the curriculum only provides focus on the achievement of white collar jobs (Murieithi, 2005).

Literature Review Cont’d5. Resources and cost effectiveness

TVET consists high unit cost…TVET requires extensive resources for teaching and learning, especially in the form of specialist equipment and consumable materials and lack of resources are one of the major factors to ineffective TVET system, which also means TVET is not lavishly equipped, and not all of the available equipment is in good working order or directly relevant to the curriculum (Darvas and Palmer, 2014).

6. Internal efficiency factors

The internal efficiency of polytechnics is low (Oxtoby, 1997).

Factors of low internal efficiency include poor facilities, inappropriate curricula, weak management and ineffective teachers. Underutilization of facilities and equipment is one example of low internal efficiency. Teaching space or hostel accommodation for students, even timetables could be factors of low internal efficiency (Oxtoby, 1997).

Research QuestionsⅠ. How do those challenges affect the performance of TVET projects?

Ⅱ. What will be good policy implications and suggestions to improve the performance of TVET projects in developing countries?

Case Study of Korea’s Aid in Sudan

Basic InformationStart date: 6 Jan, 2015 End date: 28 Feb, 2015Country: Republic of SudanPopulation: 45.7 million (UN estimate 2012)Capital: KhartoumMajor languages: Arabic, English (official)Main exports: Oil, cotton, sesame, gum arabicGNI per capita: US $1,710 (2014)Source: World Bank

BackgroundLimited access to the labor market and income earning opportunities for young people, internally displaced people and women TVET as cornerstone of human resources development and employment of youth and socially vulnerable groups. Ex. Interim Poverty Reduction Strategy Paper 2012-2016

Three-Years Program for Sustainability of Economic Stabilization 2012-2014Korea has much human resource development experience, but how about their experience as a donor country?Ex. Rehabilitation of Sudanese-Korean Vocational Training Center by

KOICA

MethodologyInterview

Target: Principal, head of women department, and two volunteers, Japan Overseas Cooperation Volunteers (JOCV) that were dispatched by JICA at Sudanese-Korean Vocational Training Center in Khartoum

Contents of interview

Purpose and goals Target Financial

StatusCommunication

among staff

Information management

system

Equipment maintenance management

system

Operation and school

management ability

Ability of instructors

Internship/apprenticeship

programs with private sectors

Cooperation with local industries

Business class and

employment support after

graduation

Challenges

ResultsKey ResultsNo income generating activities

No equipment management system or routineInstructors are not fully aware of their own potential skillsRotation of instructors (1-2 years) and no in-service training for instructors

Lack of follow-up training for trainers and staff by the implementer

FindingUnderutilization of equipment and facilities can cause lowinternal efficiency.

Ex. 1 sowing machine per 6 students in tailoring department

Lack of understanding

of the contexts in which the

project takes place

Before implemen-ting the project

No follow-up training by donor

After implemen-ting the project

Underutilization of equipment and facilities is

causing low internal

efficiency

Now

Limitation of the StudyThe study doesn’t cover the full context of TVET in SudanNarrow focus and small number of samples

Need a more in-depth comparison with other KOICA projects and donors

ConclusionFailure of developing project design can lead poor performance of TVET.In case of KOICA’s aid in Sudan, there is a huge need for KOICA to design a project with careful considerations of cultural or contextual particularities of the country or the place in which implementation is taking place.

ReferencesAbagi, Okwach. and George Odipo. 1997. Efficiency of Primary Education in Kenya: Situational Analysis and Implications forEducational Reform. Nairobi: the Institute of Policy Analysis and Research.

Afeti, George. 2014. Technical and vocational evaluation and training for industrialization in Africa. Lagos: Research andResource Forum.

African Development Bank (AfDB). 2014. Does Intra-African Trade Reduce Youth Unemployment in Africa? Working Paper.Belvedere: African Development Bank.

Ayuba, Anza Usman, and Pascal Gatabazi. n.d.. The role of technical and vocational education and training (TVET) in humanresource development: The case of Tumba College of Technology (TCT) – Rwanda. Rulindo, Tumba College of Technology.http://www.tct.ac.rw/images/Ayuba.pdf (accessed August 7, 2015)

Bouchard, Paul. 2006. Human capital and knowledge economy: In T. Fenwick, T. Nesbitt and B. Spencer. Canadian Readingsin Adult Education. Toronto: Thompson publishing. http://academia-edu/ (accessed April 10, 2015)

Bowles, Samuels and Gintis Herbert. 1975. The problem with human capital theory--a marxian critique. American EconomicReview. 65(2): 74-82.

Darvas, Peter and Robert Palmer. 2014. Demand and Supply of Skills in Ghana : how can training programs improveemployment and productivity?. Washington, D.C. : World Bank Group. Page 7.

El Teyab, Ibrahim. 2006. Vocational education and training: a Sudanese-Korean co-operation target. Sudan Engineering Society Journal. 52(45): 49-56.Eze, T. I., and Osnachi Okorafor. 2012a. Trends in technical, vocational education and training

(TVET) for improving the Nigerian workforce. Ebonyi Techology and Vocational Education Journal(Accepted).Gary, Becker. 1964, 1993, 3rd ed.. Human Capital: a theoretical and empirical analysis, with special reference to education. Chicago: University of Chicago Press.Gichira, Robert. 2002. Ensuring Relevance and Quality in TVET and Entrepreneurship Education. Nairobi: Government Press.Gray, Lynton and Marie Warrender. 1993. Cost-effective technical and vocational education in developing countries. Coombe Lodge Report. 23(5): 3-69.Healthfield, Susan. 2012. What is human resource development (HRD)?. NewYork, NY: All About. http://humanresources.about.com/od/glossaryh/f/hr_development.htm (accessed May 27, 2015).Herschbach, Dennis. (1992). Vocational Education and Training. Review of Experience. Latin America and the Caribbean. Wahington, D.C.: Academy for Educational Development.International Centre for Technical and Vocational Education and Training of the United Nations Educational, Scientific and Cultural Organization (UNESCO-UNEVOC). 2007. Education for Livelihoods and Civic Participation in Post-Conflict Countries. Bonn: UNESCO-UNEVOC.

Ishumi, Abel. 1988. Vocational training as an educational and development strategy: conceptual and practical issues. International Journal of Educational Development. 8(3): 163-174.

Japan International Cooperation Agency (JICA) Research Institute. 2007. Vocational and Industrial Human Resource Development through TVET in Africa: changing assistance environments and human resource demands. Tokyo: JICA Research Institute.

Joint Assessment Mission Sudan (JAM Sudan). 2005. Synthesis Frame work for Sustained, Peace, Development and Poverty Eradication Volume I. Khartoum: JAM Sudan.

Kean, John. 1988. Synthesis of A.I.D. Evaluation Reports: FY 1985 and FY 1986. A.I.D. Evaluation Occasional Paper No. 16. Washington, D.C.: USAID.

Kelly, Diana. 2006. Human Resource Development: for Enterprise and Human Development. New South Wales: University of Wollongong. http://ro.uow.edu.au/artspapers/114 (accessed March 14, 2015).

Konayuma, Gabriel. 2008. Policy Frameworks: Major policy issues in TVET in Africa. Paper presented at All Africa International Vocational Education and Training Association Conference. August 10-13, in Livingstone, Zambia.

Latchanna, Gara and Jeilu Hussein. 2007. Economics of Education. New Delhi: Discovery Publishing House.

Lauglo, Jon. 1992. Vocational training and the bank’s faith in the private sector. Comparative Education Review 36(2): 227–236.

Levin, Henry and Martin, Lockheed. 2014. Effective Schools in Developing Countries. London: Routledge.

Maclean, Rupert and David Wilson. 2009. International Handbook of Education for the Changing World of Work: bridging academic and vocational learning. Bonn: International Centre for Technical and Vocational Education and Training of the United Nations Educational, Scientific and Cultural Organization (UNESCO-UNEVOC).

Management and Training Cooperation (MTC). 2010. Principles and Strategies of a Successful TVET Program. Centerville: MTC.

Middleton, John, Adrian Zidermanand and Arvil Van Adams. 1993. Skills for productivity: vocational education and training in developing countries. New York, NY: Oxford University Press.

Ng’ethe, Njugna, George Subotzky and George Afeti. 2008. Differentiation and Articulation in Tertiary Education Systems: a study of twelve African countries. World Bank Working Paper No. 145. Washington D.C.: the World Bank.

Okorafor, Ngozi, and Osnachi Okorafor. 2012. Technical, vocational education and training (TVET) for human resource development (HRD) in emerging knowledge economy. Global Academic Group.

http://globalacademicgroup.com/journals/the%20intuition/Technical%20vocational%20edcuation%20and%20training.pdf (accessed April 10, 2015).

Oxtoby, Robert. 1997. Barriers to the provision f cost-effective technical education in Bangladesh. International Journal of Educational Development 17(1): 91-99.

Psacharopoulos, George. 1985a. Curriculum diversification in Colombia and Tanzania: an evaluation. Comparative Education Review 29(4): 507–525.

Psacharopoulos, George. 1985b. Returns to education: a further international update and Implications. Journal of Human Resources 20 (4): 583-604.

Psacharopoulos, George and Maureen Woodhall. 1987. Education for development: an analysis of investment choices. New York NY: Oxford University Press.

Psacharopoulos, George. 1989. Why educational reform fail: a comparative analysis. International Review of Education 35(2): 179-95.

Savage, Tom. 2009. Teaching self- control through management and discipline. Boston: Allyn and Bacon. Theodore, Stank, Patricia Daugherty and Craig Gustin. 1994. Organizational structure: influence on logistics integration, costs, and information system performance. The International Journal of Logistics Management. 5(2): 41 – 52.

Tsang, Mun. 1988. Cost analysis for educational policy making: a review of cost studies in education in developing countries. Review of Educational Research 58(2): 181-230.

United Nations Educational, Scientific and Cultural Organization (UNESCO). 2010. Guidelines for TVET Policy Review. Paris: UNESO.Usman, Alhasan and Abdullahi Tyabo. 2013. Revitalizing technical and vocational education (TVET) for youth empowerment and sustainable development. Journal of Educational and Social Research 3(4):149-154.Uwaifo, Victor. 2009. Industrializing the Nigerian society through creative skill acquisition, vocational and technical education program. International NGO Journal 4(4): 142-145. http://www.academicjournals.org/NGOJ (accessed October 15, 2014).Wahba, Moustafa. n.d.. Technical and vocational education and training (TVET) challenges and priorities in developing countries. Bonn: UNEVOC-UNESCO. http://www.unevoc.unesco.org/e-forum/TVET_Challenges_and_Priorities_in_Developing_Countries.pdf (accessed April 3, 2015).Winters, Matthew. 2012. The Obstacles to Foreign Aid Harmonization: Lessons from the Decentralization Sector in Indonesia. Champaign, IL: http://ssrn.com/abstract=2009992 (accessed May 2, 2015).World Bank. 1990. Evaluating Results for 1988: issues in World Bank lending over two decades, operations evaluation department. Washington D.C.: the World Bank.World Bank. 1991a. Annual Report. Washington D.C.: the World Bank.