A Skilled and Educated Workforce for Africa
The African Tree of Organic Growth paradigm in the book illustrates that good-quality primary and secondary education, complemented by relevant tertiary education, vocational training and skills development, will prepare future generations for their productive lives as members of their community, and will directly contribute to the wealth and produced and human capital of a country. China has been involved in a number of initiatives that complement African initiatives to improve the level and skills in Africa, including exchanges of African students to China, scholarships, the inbound movement of Chinese teachers to Africa, the building of many rural schools, regional vocational centres aimed at vocational training, Chinese Confucius Institutes and flagship educational infrastructural projects such as the Ethio–China Polytechnic in Addis Ababa and the University of Science and Technology in Malawi. One of the case studies depicted in the chapter considers the level of employment of locals by Chinese companies operating in Angola and the Democratic Republic of the Congo (DRC), describing the high rates of employment of unskilled labour, but the lack of employment of local engineers and management due to the unavailability of these skills in the country, or the high cost thereof. The authors advocate that for skills and technology transfer to be more effective, host countries have to ensure that human resources have the desired level of competence needed to facilitate such a transfer, a function of relevant and quality education and skills development.
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