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Document Sample
JICA’s Cooperation in TVET
and Skills Development in
Sub-Saharan Africa
TANAKA Kaori
Paris, November 14, 2007
Human Development Department,
Japan International Cooperation Agency
Contents
1. JICA’s definition of terms related to
TVET and Skills Development
2. Recent trends on JICA’s assistance in
TVET sub-sector
3. JICA’s approach of cooperation in
TVET sector in Africa
4. Examples of JICA’s activities
JICA’s definition of terms
related to TVET and
Skills Development
JICA’s Scope of TVET
Tertiary Education
TVET
Higher
Other sectors
Agriculture
Education in
Med.sci. Engineering
Polytechnic
Tech.College
Upper
Secondary Science and Vocational
Education Training
Mathematics
Non Formal
Lower in
TVET
Secondary Secondary
Education Education
Primary Education
Skills
Development
Basic Education
TVET includes;
Technical Education (upper secondary,
diploma level)
Vocational Training (lower/upper secondary)
Non-formal Education and Training (basic
education and upper level, focused on
Training)
Post-Secondary Education includes;
• Diploma level education and Training
(Engineering related fields)→TVET
• Higher Education (Universities and upper)
JICA sees Skills Development as;
Outcome-based, trainee-based view of
TVET
Broader concept covering TVET, Life
Skills Education, Literacy, Business
Skills, etc.
More oriented to poverty reduction,
basic skills training
Recent trends on
JICA’s assistance
in TVET sub-sector
JICA’s Assistance by Region
(Fiscal Year 2004 & 2005)
In 2007, the share will be
increased up to 22%
Source: JICA Annual Report 2006
JICA’s Technical Cooperation in
Education（Fiscal Year 2005, Total 25.8 billion yen)
Expense of Education Assistance by sub-
sectors （FY 2005, Total 25.8 billion yen）
Early Childhood
Development
2.2% Primary and
Administration others Secondary Education
6.4% 10.1% 22.3%
Vocational training Secondary Technical
and Technical Education
Education 3.8%
23.8%
Higher Education Non-Formal Education
18.4% 13.0%
Trends in JICA’s technical cooperation
in the education sector,
(in billions of yen)
classified by sub-sector
Amount
14
12
10
8
6
4
2
0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Fiscal Year
Basic Education Tertiary Voc. Training/
Industial Educ.
General Primary Educ. Admin.
NFE ECD
JICA Global Issue 2005
Value based on JICA’s Global Issue
2005
JICA Global Issue
JICA’s Approach on TVET (Overview)
Economic Growth
TVET
Oriented
HRD in Industry
Institution Strengthening
Partnership with Industry
Training Delivery
Expansion Opportunities for
Livelihood Improvement
Delivery of Basic Skills
Poverty Reduction and and knowledge for work
Skills Development
Oriented Institution Strengthening
Other context
New JICA – Merger between
JICA (Technical Cooperation) and
JBIC =Japan Bank for International
Cooperation
(Financial Cooperation Agency)
Holistic approach in Education Sector
Cross sub-sector Scale up
Basic Education National
TVET Institution
Higher Education Individual
JICA’s Approach of Cooperation
in TVET Sector in Africa
Draft Plan of Assistance on Education
for the TICAD IV
Human Resource Development for
Sustainable Social and Economic Development
And Establishment of Human Security in Africa
Primary Secondary Higher
Education Education Education
Mathematics and Science Technical and Vocational
Skills Development Education and Training
Improvement of School
Management Capacity Human Resource Development for
with Promotion of Science and Technology / Industry
Community Participation
Improvement of Capacity of Teachers
on Mathematics and Science
Improvement of Access to Education
（Grant Aid Project）
Improvement of Quality of Education at grass roots level
（Dispatch of Volunteers）
Changing context of TVET sector in Sub-
Saharan Africa
Post primary and post secondary
education
Sector wide approach
Economic growth
Knowledge based economy, Science,
Technology and Innovation
Post conflict, peace building
I. Policy and Institutional Framework
Development
【Background】
In the context of Education Swap, relevant TVET policy
development and the good implementation framework
are preconditions of well-balanced budget allocation.
Strengthening the capacity for functional TVET
framework is another issue.
【Actions】
Support in policy development
Labor market survey contributing to decision making
Strengthening TVET framework (Skills standard,
Qualification framework, etc.)
【Examples】
Ghana, Rwanda, (Sudan)
II. Development of a Model
【Background】
JICA’s technical cooperation can make a change on
the ground; this can be a model which can be scaled-
up combined with budget support, which is a main
stream modality in education sector support.
【Actions】
Establishment / strengthening of a (or some) model
school (s)
Establishment of a partnership model between
industry and TVET institutions
【Examples】
Uganda, Senegal, Ghana, Rwanda
III. Human Resources Development in
Science, Technology and Innovation
【Background】
Growing interest on STI in Africa along with the
emergence of globalization and knowledge-based
economy （NEPAD, AU）
Emergence of some African countries with high
development priority in STI
【Actions】
Establishment / strengthening STI institutions
Development of higher engineers and technicians
Strengthening institutional partnership in STI between
Africa and Asia (including Japan)
【Examples】
Rwanda, South Africa
IV. TVET in Post Conflict Countries
【Background】
Many conflicts had come to an end in Sub-Saharan
Africa after the year 2000.
【Actions】
Respond to urgent needs: Vocational training for ex-
combatants, Skills training necessary to participate in
reconstruction works
Development stage: Strengthening vocational training
system, Capacity development of training providers,
livelihood improvement of trainees
【Examples】
Eritrea, Rwanda, Sudan, (Angola, Mozambique)
Concept Framework
Combination of the four approaches
Advanced Upper Stream
Technology
Policy & Institution
Science & Technology Development
Post Conflict TVET Model
Close to the
Basic Skills Capacity Development Field
Examples of
JICA’s Activities
Case 1 – Rwanda: wholistic approach to
support HRD in STI
Policy Advisor：
MOE
science and technology at
Support strengthening
all levels of education
Higher Scholarship,
Education Volunteers ： Promotion
of practical education
TVET Volunteers ： Project ：
TVET schools Tumba C.T.
Science &
Project , Volunteers ：
Math
Strengthening S&M in
Secondary Education
Case 2 - Uganda
Center of Excellence in the country and in
the region
NVQ system UGANDA
supported by GTZ In-service training of
TVET instructors
Nakawa Vocational East Africa
Training Institute Up-grading training for
TVET instructors
Sudan, Eritrea
Support from Provision of consultant
JICA services
Case 3 – Sudan
Dual approach to respond to emergency needs
and development (capacity development)
Strengthening the capacity of
training providers
GOSS NGOs
Support in establishing Quick impact, basic skills
vocational training center Training
Vocational Training
Information Center
Networking, Framework
Labor Market
Improvement of livelihood,
Reconstruction, and Reintegration
In Conclusion…
Our Advantage
Long term commitment
Tangible results (Changes can happen in the
classroom / workshop)
Share Asian experience with Africa
Our Challenge
Scale up what was developed in the model
(Combination of budget support and project-type
cooperation)
Unique TVET system and labor market in Japan
(Applicability of Japanese experience to Africa)
END of Presentation
Thank you
Tanaka.Kaori@jica.go.jp
