Investing in african youth mesuring the pulse of africa
1. 1
UNECA
The African Economic Outlook 2008
Measuring the Pulse of Africa
Macroeconomic Outlook: Challenges
and Opportunities
HB Solignac Lecomte
Policy Dialogue Manager
OECD Development Centre
18 -19 November 2008
FEMIP Seminar on Human Capital
European Investment Bank
Investing in African Youth:
The North African Experience
2. 2
UNECA
Role ofRole of
TVSDTVSD
Key Facts
9
Sustained economic growth …but:
• Low productivity partly due to limited technical skills
• Increasing youth unemployment
• Large informal sector
Notable improvement in primary education, …but:
• Big pressure on secondary schools and TVET systems
• High drop out rates
3. 3
UNECA
DefinitionDefinition Technical and vocational skills
development
Acquisition of knowledge,
practical competences & knowhow
Public or
private TVET
schools
Degree of formalization
of labour market
Formal Informal
Workplace
training in
enterprises
Informal
ApprenticeshipDual
Training
4. 4
UNECA
Achieving the MDGs
Technical and
Vocational
Skills
Development
Technical and
Vocational
Skills
Development
MDG 1:
Eradicate
Extreme Poverty
and Hunger
MDG 2:
Expand Primary
Education
MDG 3:
Improve
Gender
Equality in
Educ.
MDG 4:
Lower Mortality
Rates
MDG 5:
Enhance
Reproductive
Health
MDG 6: Combat
HIV/AIDS,
Malaria, etc.
MDG 7:
Environmental
Sustainability
MDG 8: Develop
Decent Work
strategies for youth
GINI ↓
SMEs
development
Elimination
of child
labour
Better jobs
for parents
Empowering Rural
Women
Water & soil
mgt
For community
health workers
Info & counselling
Role ofRole of
TVSDTVSD
5. 5
UNECA
Access: ODA for vocational training in
Africa back on track?
The donor development agenda
(commitments in USD millions, 2005)
Source: OECD Development Centre / DAC
Creditor Reporting System, 2008
ConstraintConstraint
ss
7. 7
UNECA
• Low prestige, high attrition rate
• Weak budgets, underequipped and outdated; teachers
poorly qualified and remunerated; curricula obsolete;
no proper follow-up and evaluation.
• Can’t meet needs of new entrants to labour market or
provide skills required by expanding modern private
sector.
• Private sector: insufficient efforts to design and deliver
training (esp SMEs), no incentives
• Informal workers: no proper training
• Access remains more problematic for the poor and
vulnerable, especially in rural areas.
Technical & Vocational Education &
Training (TVET): a case for reform
North AfricaNorth Africa
Evaluation
8. 8
UNECA
• Revival of traditional craft trades and manual trades
(esp. agriculture and construction)
• New knowledge-based economy
• Funding of training of teachers
• Diversification of funding sources
Early stages of reformAlgeriaAlgeria
Reform
started in
2006
9. 9
UNECA
• Future Generation Foundation (FGF 1998) = 30 000
training scholarships
– Senior Executive Programme
– The Advanced Management Programme
– The Microsoft Scholarship Programme
– Basic Business Skills Acquisition programme
• Mubarak-Kohl Initiative
– Public/private
– With external support (GTZ)
• Supreme Council for Human Resource Development,
(2000)
– Reorganisation of TVET programmes
– Support from partners : Eu, World Bank
Most activeEgyptEgypt
Several
initiatives
10. 10
UNECA
• Meet the needs of firms for skilled workers and getting
trainees into the job market.
• Boost the TVET sector’s institutional autonomy from
the rest of the education system
– Own ministry
– financially-autonomous national office for vocational training and
work promotion (OFPPT).
• Welcome participation by the private sector and a
range of providers.
• Results:
– Share of women trainees rising
– 70 per cent leave with certificate, over half find a job within 9
months
– Number of pupils on the rise (est 300 000 in 2009/10)
PromisingMoroccoMorocco
2000-10
National
decade of
education
and
training
11. 11
UNECA
• All planned actions to be based on meeting the demand
in skills
– Respond to industry needs
– Flexibility
– autonomy
• Efforts to get private sector involved still in infancy
– Training centres mostly state financed
– Weak links with firms
– Weak tax incentives
• Challenges
– Attract applicants (VT = “failure”)
– New management model for training centres
New impetus neededTunisiaTunisia
MANFORME
1997
12. 12
UNECA
1.Further diversification of funding sources
2.Develop private training markets,
• competition public / private,
• encourage more and higher quality enterprise
training
• Strong private sector organisations
3.Tackling obstacles to youth employment
4.Informal sector
5.Migration policies
Challenges
13. 13
UNECA
The African Economic Outlook 2008
Measuring the Pulse of Africa
Macroeconomic Outlook: Challenges
and Opportunities
www.oecd.org/dev/aeo
THANK YOU
15. 15
UNECA
1. Adopt an integrated vision and clear lines of authorities
Training authorities need to be given clear mandate and authority over resources.
2. Improve Forecasting and Planning for Skills Needs
Long-term planning + skill audits, monitoring and Evaluation mechanisms
3. Improve the quality of TVSD
Switch to demand-driven training model + TVET National Qualification
Framework (NQF):
4. Address the informal sector’s skill needs (and those of vulnerable
groups)
In view of its large size, Training in the informal sector should be recognised.
LessonsLessons
LearntLearnt
Vision and Planning
16. 16
UNECA
5. Set up accompanying measures
• Design of integrated programs that couple training with access to finance,
Business development services, Marketing support, network
6. Foster Partnership with All stakeholders
• Policy design and actual delivery of education and training can best be achieved
through a partnership between government, social partners and various
stakeholder groups in the formal and informal sectors of the economy.
• Tunisia: strong partnership with private sector
• Egypt: The most successful example of PPP between training institutions & businesses is the
Mubarak-Kohl Initiative (MKI).
7. Involv Local Communities and Strengthening Local Management of
TVSD
• Delegation of responsibilities to regional authorities.(Tunisia: decentralization =
devolution of responsibilities to training centres)
But...
• local authorities and school mgt often have Insufficient pedagogical, managerial,
and administrative capacity
LessonsLessons
LearntLearnt
Innovation & Partnership
17. 17
UNECA
1.Coherent vision and governance to TVSD
2. Make TVSD bankable: Strategies, action plan and
identification of objectives & resources needed
3. Increase awareness about benefits of TVSD
among firms and parents
4. Foster evaluation and monitoring mechanisms
To sum up...
To be fully effective, TVSD strategies must be integrated into
comprehensive employment policies and focus on sectors experiencing
employment growth and skill shortages
