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The book reminds the reader that “the triennal meeting of the Association for the Development of Education in Africa (ADEA) made an urgent call on Africa to expand its investment in technical and vocational skills development if Africa is to generate the internal growth capable of addressing the unemployment and underemployment of youths and adults, and of creating businesses, jobs and substantial economic revenue (p. 11).
The eight factors include (1) shift in the development paradigm; (2) demographic trends; (3) global education policies; (4) migration; (5) labour market trends and demands; (6) technological advancement and innovation; (7) changing modes of work; and (8) shifts in the political landscape which have led to hidden and open crises.
The four fundamental enablers discussed are: (1) Importance of building alliances, partnerships and networks for the transformation of TVET; (2) Putting culture of learning at the core of TVET transformation – TVET systems and its individuals must embrace a culture of continuous learning (the learning organisation/individual); (3) Creating a knowledge base for evidence-based policies; and (4) Incentives and accountability (whether or not TVET is delivering quality and relevant programmes and graduates, is TVET effective?).
Table 3 on page 172 summarises possible partners under each of the three demand areas.
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Msiska, F.G.W. Unleashing the potential: Transforming technical and vocational education and training. Int Rev Educ 62, 823–825 (2016). https://doi.org/10.1007/s11159-016-9589-y
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DOI: https://doi.org/10.1007/s11159-016-9589-y