1. 07/05/15
Population Growth and Young
Peoples’ Needs
By
Ogunyinka, Emmanuel Kayode
PhD scholar, Graduate School, College of Education, Central China Normal University
Teacher-in-Charge: Dr (Ms.) Xiong,
Chun

2. Content in Focus
Preamble
Introduction
Figure 1
Table 1
Figure 2
Historical Perspectives
Table 2
The Expected
Filling the Gap
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3. Figure 3
Table 3
Figure 4
Need for Skilled Man Power
Engaging with Development Challenges
What should HEIs Provide?
Higher Education and Business/Industry
The Role of the Private Sector
Funding Provisions
Conclusion07/05/15 3

4. Preamble
This paper focuses on re-thinking African education system
through annexation of technical and vocational education
training (TVET) and higher education institutions (HEIs):
Human Capital Development Perspective. According to Thin,
Neil (2006:1) argues that in some cases the prioritization of
primary education has meant “shifting both donor and
government funds away from other levels of education’ and that
this has led to a failure to invest in the expansion of secondary
education in particular”. Let alone TVET & higher education,
according to our premonition about the UPE.07/05/15 4

5. Introduction
The challenges facing many African nations today are slow
economic development, prevalence of poverty, diseases and
ignorance. The continent is also searching for how best to
engage the teeming population of youth in technical and
vocational skills, an effort which many scholars (Gazi, 2008;
Omoifo, 2000; Psacharopolous, 1985; Yamada, 2001) agree is
a panacea for many of the ills plaguing the region.
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6. It has been stated by many (Ogbu, 2004; Oloruntegbe, 2009) that
natural resources is no longer a source of wealth but science and
technology. There is abundant evidence that the material well being of
the world in the last 20 years was driven by science and technology.
A number of countries like Japan, Korea, China, Singapore and
Thailand have significantly progressed recently through the use of their
skilled human resources.
Like these countries, if the resource endowment in Africa can be
properly utilized and channeled, it can create a means of achieving
strong science and technological base with a resultant sound economic
development in the long run.
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7. 7
Figure 1. Enrolment into higher including vocational and technological education in some parts of the world. Source: Adapted from
Bloom et al. (2006) Higher Education in Africa and Oloruntegbe et al. (2010) rethinking development and sustainability of African
economy. Tertiary Gross Enrolment Ratio, Sub-Saharan Africa falls behind. SSA= Sub –Saharan Africa; E Asia & Pac= East. Asia and
Pacific; S Asia= South Asia; Euro & C Asia=Europe and central Asia; L Am & Car=Latin America and Caribbean; M East & N
Af=Middle East and North Africa.
SSA E Asia S Asia Eur & L Am & M East High
& Pac C Asia Car & N Af Inc
1998/99
2003/04
2007/08

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Historical Perspectives
Most African nations got independence from their colonial
masters at different times but at about the middle of last century,
Ghana in 1957, Nigeria 1960, Cote d Voire 1960, Zimbabwe 1980.
In mid-2008, the population of the continent was estimated at
967 million, with about 400 million (42 percent) below age 15.
This youthful population age structure provides momentum for
continued growth. On the other hand, 39% were found to fall in
the age-group of 15 - 39 years and, therefore, constituting the
immediate clientele for the TVE system.

11. With an annual growth rate of about 2.4 percent
(high of 2.8 in Middle Africa and low of 0.8 in
Southern Africa), the continent is projected to
reach 1.9 billion by 2050.
Africa is projected to account for 21 percent of
world population by 2050, up from just 9 percent
in 1950 (UN Population Division, World
Population Prospects and the 2006 Version).
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12. The Expected
One does not have to be a rocket scientist to
understand that a great economy and a great
educational system go hand in hand (Arora, 2000).
With globalization lurking around in every sphere of
human endeavor, we are expected to meet the
international standard of living and doing things.

13. To get it done, urgent attention must be paid to
the followings: focusing on career-based
vocational and technical education, responding
to dynamic changes and challenges impacting
on information and communication technology
and creating opportunities for school leavers
and adult learners to acquire skills, knowledge
and values for lifelong learning in a global
economy.
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14. Filling the Gap
The level of unemployment worldwide calls for concern. Many
are of the opinion that the jobs are not there. In reality there are
jobs but only that majority of the applicants are unemployable.
The situation in UK
Of late Sergeant (2010) sounded an alarm that eight millions
adult in United Kingdom alone are “economically inactive” and
that the schools are churning out unemployable graduates.

15. Different models and programs could be fashioned out
depending on the economic needs and job requirements.
One of such models (Figure 3.) considers a provision for a
short term and as well as a long term vocational and
technological training programs anchored on varying degrees
of theoretical and practical academic contents.
The proposal on Table 2 shows varied academic contents of
different academic programs.
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Table2. Proposed varied academic contents of different
vocational and technological programs.

18. The model on Figure 4 spells out the type of learning
environment appropriate for achieving global market economy.
Typified in the model are ‘Hands-on’, ‘Minds-on’ and ‘Hearts-
on’ paradigms representing respectively a system of practice-
oriented curriculum, process-oriented curriculum and holistic
student development.
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19. Need for Skilled Manpower
All the indicators show that there is an acute shortage of appropriately
trained manpower in Africa and this could hamper its economic and
social development at this crucial stage when the continent has emerged
from a long period of turmoil and economic stagnation.
The current tertiary enrolment in Africa (around 7%) is by far the
lowest in any other world region.
Africa has the world’s youngest population, which is expected to
increase, and nearly 60% of its unemployed are aged between 15 and 24,
a significant number of whom are graduates.
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20. Engaging with Development Challenges
HEIs in Africa have a responsibility to ensure that
students are sensitized to the continent’s myriad
development challenges, and that graduates not only
find meaningful employment according to their skills,
but are also equipped to create an informed and
engaged citizenry, one that promotes sustainable
development, multicultural understanding, tolerance
and peace.07/05/15 20

21. What should HEIs Provide?
Institutions must be responsive to labour
market demands and provide the
necessary competencies and skills to their
students.
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22. Higher Education and Business/Industry
Links between universities and business/industry can be
enormously helpful in facilitating graduate employability,
although the industrial sector in most African countries is
not fully developed.
There is an urgent need in Africa to ensure more value-
added to the resources and also to develop the
manufacturing sector which will create employment.
First, advice on the curricula from representatives of
business and industry can help make educational programs
more relevant to the needs of the sector.
Second, businesses and industry can provide work
experience opportunities to students.
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The Role of the Private Sector
With public HEIs unable to cope with the huge demand for
higher education in Africa, private HEIs have an important role
to play.
Currently, the number of private HEIs already exceeds the
number of public ones in Africa, although their student
enrolment is lower.
Private institutions tend to run programs that are relevant to
labour market needs, but the quality of their programs often
leaves much to be desired and their graduates often experience
difficulty in finding employment.

24. If private HEIs are to play a role in complementing
and supplementing public higher education, it
must be ensured that their educational provision is
of quality.
The private sector can also contribute by providing
company-based training to new graduates to
enhance their business skills and provide them
with valuable work experience
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25. Funding Provisions
Putting in place quality assurance systems requires funding
and this is clearly the responsibility of governments.
Many African countries have successfully introduced cost-
sharing measures by charging student tuition fees, but this
remains a contentious issue in many other countries.
 One positive aspect of cost-sharing is that students
insist on getting ‘value for money’ from their education.
This will drive public HEIs to ensure the quality and
relevance of their educational provision.
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26. Conclusion
In the post-2015 development agenda for Africa,
there needs to be a balance between concern for
sustainable development and compulsion for
growth. Sustained growth in Africa can only take
place through an increase in the provision of
skilled manpower, but it must be ensured that this
manpower is productively employed.
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27. Selected References
Deborah Johnson (2010). Shooting for the wrong target? A Reassessment of the
International Education Goals for Sub-Sahara Africa. School of Oriental and
African Studies, London School of Economics, pg. 95-116.
Goolam Mohamedbhai (2013). Transforming African Higher Education for
Graduate Employability. Association of African Universities.
Oloruntegbe K.O, Akinsete A.M, Ayeni E.O, Odutuyi M.O, (2010). Rethinking
Developmeent and Sustainability of African Economy: The Roles of Science
Education. African J. of Business Management, 4(6): 1202-1214.
Sergeant H (2010). Schools are Churning out the Unemployable. The Sunday
Times.
Thin, Neil (2006): “Beyond Basic Education: How Post-basic Learning can Make
Education Sustainable and Valuable. Lessons from Sub-Saharan Africa and
India”, PBET Policy Brief No.1, Center of African Studies, University of
Edinburgh, Edinburgh, February.
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28. Thank you for your kind attention!
Questions & suggestions
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