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Promotion of Technical and Vocational Education and Training (TVET) under the ECOWAS e-Learning Initiative

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* Background information General education situation Needs to Address Rescue measures Highlights of the status report of TVET Highlights of recommendations for TVET ... – PowerPoint PPT presentation

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Title: Promotion of Technical and Vocational Education and Training (TVET) under the ECOWAS e-Learning Initiative


1
Promotion of Technical and Vocational Education
and Training (TVET) under the ECOWAS e-Learning
Initiative
2
Outline of Presentation
  • Background information
  • General education situation
  • Needs to Address
  • Rescue measures
  • Highlights of the status report of TVET
  • Highlights of recommendations for TVET
    revitalization
  • Unified Format for Learning Teaching and Training
    Materials (LTTM)
  • Training of Trainers
  • ECOWAS Policy Implementation Documents
  • The Way Forward
  • Partnerships

3
BACKGROUND INFORMATION
  • Established by our founding fathers on 28th of
    May 1975, in Lagos, Nigeria
  • Composed of 15 West African Countries (8
    Francophone, 5 Anglophone 2 Luxophone
    countries).
  • With a population of 290 million in 2008
  • Accounts for 4.6 of the world population and
    over 40 of that of sub-Saharan Africa
  • Land area (5,110,914 km2), stretches from the
    Cape Verde archipelago in the West to Nigeria in
    the East.
  • Therefore the most populated Regional Community
    in the Continent

4
(No Transcript)
5
VISION OF ECOWAS
  • The Vision of ECOWAS towards an ECOWAS
  • Peoples as against ECOWAS of States is to
  • achieve A region without borders in which
  • the populations can access and are able to
  • Harness its abundant resources by creating
  • Opportunities for the population and sustainable
    environment.

6
ECOWAS FUNDAMENTAL PRINCIPLES
  • Equality and Interdependence
  • Inter-state Co-operation
  • Solidarity and collective self-reliance
  • Harmonization of Policies and Programmes.
  • Non-aggression
  • Regional Peace, Stability and Security
  • Peaceful Settlement of Disputes
  • Respect, Promotion and Protection of Human Rights
  • Promotion and Consolidation of Democracy and Good
    Governance
  • Accountability, Economic and Social Justice.

7
OBJECTIVES OF ECOWAS
  • To promote cooperation and integration, leading
    to the establishment of an Economic and Monetary
    Union in West Africa in order to raise the living
    standards of its people, ensure economic growth,
    foster relations among Member States and
    contribute to the progress and development of the
    African Continent.

8
GENERAL EDUCATION SITUATION
  • Need to recall the general education situation in
    Africa Low enrolment, retention and completion
    rates
  • High adult illiteracy rate (about 39.7 against
    average of 23.4 for developing countries)
  • Twin problems of quality and cost of education
  • Gender disparity
  • High teacher-pupil ratio

9
GENERAL EDUCATION SITUATION Contd
  • High population of youths (about 60)
  • Long distances from school
  • Wide disparities between member states as well as
    between rural and urban areas.
  • Inadequate infrastructure ICT and others
  • High teacher-pupil/student ratio
  • Outmoded teaching materials
  • Exclusion of people in difficult circumstances
  • High cost of education-gradually becoming the
    preserve of the rich
  • Unemployment of school leavers

10
Needs to Address
  • Extension of education and training facilities
    with a bias on ICT facilitated learning as a
    means of providing skills, removing ignorance and
    causing a participation in the information
    society
  • Inclusion of the disadvantaged population
  • Improvement of quality of education through
    qualified teachers, improved teaching and
    learning materials and provision of learning and
    training opportunities
  • Education to meet the socio-economic needs of the
    learners and the larger society

11
Rescue measures
  • Priority Areas including TVET adopted by the
    First Conference of Ministers of Education in
    2002
  • Adoption of e-Learning as a further priority by
    the Second Conference of ECOWAS Ministers of
    Education in 2004
  • Inauguration of a regional e-Learning Task Force
    by the President of ECOWAS Commission in 2006
  • Survey of e-Learning in 2008

12
Rescue measures cont.
  • Renewed commitment in 2009 of the Third
    Conference of Ministers of Education and the
    36th Ordinary Session of ECOWAS Heads of State
    and Government to the promotion of TVET
  • Regional consultation that prepared a status
    report and made recommendations for revitalizing
    TVET in collaboration with UNESCO-BREDA and other
    relevant UN agencies and their allies
  • Inauguration of Inter Agency Task Team of TVET
    partners

13
Rescue measures cont.
  • Identification, acknowledgement and adoption of
    the outcome of over 10 years of Collaboration
    between the government of Nigeria and UNESCO on
    online development and revision of TVET
    curriculum and Teaching and Learning Materials
  • Development of regional e-learning Policy
    Statement in 2010
  • Inauguration of the ECOWAS Committee of Resource
    Persons for the revitalization of TVET through
    e-learning

14
Highlights of status report of TVET in the
ECOWAS Region
  • All over West Africa, millions of young people
    leave primary and secondary school without any
    practical or employable skills to enter the
    labour market or the ability to earn an income
  • The major challenges relate to a socio-economic
    environment that is characterised by slow
    economic growth, high population growth, and a
    growing number of poorly-educated and unskilled
    job-seeking school leavers
  • Ratio of theory in teaching higher than
    practicals

15
Highlights of status report of TVET in the
ECOWAS Region
  • Over the past couple of years, some countries
    have taken steps to streamline and harmonize
    their TVET delivery systems by enacting
    appropriate laws and regulations. However
    progress is slow
  • TVET in most ECOWAS countries still suffer from
    inadequate financing, poor management, inadequate
    qualified teachers, weak organisational
    structures marginalization and limited use of ICT
    in the delivery processes
  • lack flexibility, relevance and responsiveness of
    TVET programmes

16
Highlights of status report of TVET in the
ECOWAS Region contd
  • TVET teachers and practitioners do not derive
    adequate socio-economic benefit from their
    services
  • Recruitment of qualified TVET teachers cannot
    match the better remuneration packages offered by
    industries
  • One possible strategy to improve the practical
    skills and retain the services of qualified
    teachers is to arrange periodic upgrading courses
    and enterprise-based internships for those at
    post

17
Highlights of recommendations for TVET
revitalization in ECOWAS
  • Curriculum and Learning Materials development and
    revision
  • Development of Regional and National
    Qualifications Frameworks
  • Establishment of regional observatories
  • Promotion of apprenticeship and skills training
    programmes
  • Technical Teacher Training and the Training of
    Trainers
  • Integration of ICT and entrepreneurship
    education into TVET

18
Unified Format for Curriculum Development and
Revision
  • The availability of curriculum development
    experts, skilled instructors and competent
    teachers with workplace experience is central to
    the acquisition of employable skills by all
    categories of learners.
  • After series of consultation, ECOWAS experts
    adopted the outcome of decades of collaborative
    efforts with developing countries like Nigeria,
    Ethiopia, Libya, Djibouti, Bahrain and Iraq to
    adapt existing practice in Member Statesto the
    unified format for curriculum and learning
    materials development and revision

19
Main features of the Unified Format
  • The seven columns format which combines all the
    elements required in curricula are developed
    using Glooms taxonomy of knowledge
    comprehension, application, analysis, synthesis
    and evaluation
  • Competency Based Contents
  • General Objectives of subjects reflecting the Job
    description or Occupational Standards
  • Specific Learning Outcomes
  • Time allocation and breakdown by weeks (e.g.
    Semester15 weeks)

20
Main features of the Unified Format contd
  • Detailed Specific Learning Outcome Suggested
    Teacher Activity Required teaching and training
    Resources for both practicals and theory
  • Assessments Guidelines
  • 40-60 Practical Contents
  • Includes Entrepreneurship and starting small
    projects
  • Integrated ICT in all subjects as well as basic
    ICT training.

21
Main advantages of the Unified Format
  • Simple Layout
  • Time Allocation for each learning outcome
  • Clear Coordination and harmonisation of
    Theory-Practical
  • Readily Converted to Textbook -List of Contents
  • Horizontal Vertical coordination for al
    subjects
  • Promotes learner competency and employability

22
Main advantages of the Unified Format contd
  • Easy Quality Assurance on Implementation
  • Identifies resources and equipment
  • Provides Guidelines for Assessments
  • Affords the teachers opportunity of contributing
    to curriculum revision
  • Handy for coordination and harmonisation at
    national and regional levels
  • flexible and adaptable to existing curricula in
    Member States
  • Promotes the use of animations

23
Instructional Material Development
  • This entails the development or revision of
    Learning, Teaching and Training Materials (LTTM )
    indicating generic features for all the
    programmes e.g cover Page with appropriate
    photos, list of Contents, weekly Content,
    activities, references
  • First edition of LTTM will be ready for use by
    teachers and students after being reviewed (Peer
    Review) and edited for consistency
  • All documents preferably converted to PDF and
    Compiled on CDs

24
Instructional Material Development contd
  • Best to upload to a dedicated Website using open
    source platform
  • Evaluation and Revision
  • Once implementation of the curricula and the use
    of LTTM commence, feedback from TVET
    institutions, Teachers and students regarding
    suggestions for improvements, new material to be
    added, and possible inclusion of Animation and
    Multimedia should be collected and analysed.

25
Instructional Material Development contd
  • Role of the teachers remains that of
  • Developing detailed Personal Lesson Plan
    Material
  • Adding Examples Other Supplementary Material
  • Adding practical exercises Activities
  • Introducing Animation Multimedia

26
ECOWAS Training of TVET Trainers and
Administrators
  • 8 sessions of TOTs were organized for 240
    teachers and administrators in 2010
  • 16 Sessions for 480 Participants planned for
    2011- 2 sessions for 60 already conducted

27
ECOWAS e-Learning Project Implementation
Documents (PIDs)
  • PIDs developed from the ECOWAS e-learning Policy
    Document for the promotion of TVET delivery and
    entrepreneurial skills in Member States
  • Though still undergoing adoption procedure
    include
  • Cyber Corps
  • Community Colleges Concept
  • Technical and Vocational Skills and
    Entrepreneurship Development
  • Career and Professional Development for the
    Public Service
  •  

28
ECOWAS e-Learning Project Implementation
Documents (PIDs)
  • Excellence in E-Learning Awards
  • Career and Professional Development in the
    Private Sector
  • ICT Entrepreneurship Development
  • E-learning Content Development Training
  • All these projects are designed to be implemented
    through e-learning bearing in mind critical
    success factors such as electricity supplies,
    high cost of bandwidth, infrastructure and
    general resistance to modern technologies.

29
The Way Forward
  • Adoption of the PS and PIDs by members of
    Ministers in charge of Education, ICT and Labour
    in September 2011
  • Vetting by ECOWAS Parliament
  • Resource Mobilization
  • Establishment of Coordination mechanism
  • Actual implementation of the PIDs
  • Monitoring and Evaluation
  • Implementation of the ECOWAS Roadmap for TVET
    Revitalization

30
Partnerships
  • ECOWAS acknowledges the fact that the
    peculiarities of the challenges confronting
    e-Learning in the region requires divers
    partnerships and collaboration among key
    stakeholders
  • ECOWAS acknowledges and appreciates exiting
    collaboration with national governments, UNESCO
    and other Sister organizations and their allies,
    COL, ACCC, EU, ADB, the Private Sector, NGOs and
    donor organizations

31
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  • THANK YOU
  • JE VOUS REMERCIE
  • MUITO OBRIGADO
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