Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges

Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.


Burkina Faso education system Canadian Community Colleges Francophone Africa Technical and Vocational Education and Training (TVET) TVET system 


  1. AfDB. 2014. The bank’s human capital strategy for Africa. (2014–2018), OSHD Department.Google Scholar
  2. Diompy, Danty Patrick, Mada Lucienne Tendeng, and Marie Madeleine Ndiaye. 2011. Educational research network for west and Central Africa (ROCARE). De la formation professionnelle au Sénégal : quelle efficacité externe? Le cas du Centre de formation artisanale (CFA) du Complexe Maurice Delafosse. http://www.rocare.org/grants/2011/sn01.pdf. Accessed 20 May 2016.
  3. Faso, Burkina, DGESTP/MESS. 2012. L’éducation, la formation et de la recherché scientifique au Burkina Faso.Google Scholar
  4. ILO. 2012. L’amélioration des systèmes d’apprentissage informel – développement des compétences pour l’emploi, Note d’orientation pour les politiques. http://www.ilo.org/wcmsp5/groups/public/—ed_emp/—ifp_skills/documents/publication/wcms_180569.pdf. Accessed 25 June 2016.Google Scholar
  5. Kima, Olivier. 2016. Ecoles privées, rien que du business. Mediaterre.org., http://www.mediaterre.org/afrique-ouest/actu,20160629173000.html. Accessed 15 July 2016.
  6. Konan, Zobila. 2010. Etude sur les systèmes d’enseignement technique et professionnel dans les Pays membres de l’UEMOA.Google Scholar
  7. MQO Research (prepared by). 2016. 2015 Survey of 2014 Graduates of the CCNB. ISBN 978-1-4605-1207-4. http://www2.gnb.ca/content/dam/gnb/Departments/petl-epft/PDF/LMI/CCNB-1yearGFU2015-2016.pdf. Accessed 27 Aug 2016.
  8. Observatoire démographique et statistique de l’espace francophone (ODESEF). 2016. Tableau A I-1. https://www.odsef.fss.ulaval.ca/cd.
  9. Paul, Brennan. 2014. Raising the quality and image of TVET: Lower-level training or motor for inclusive and sustainable growth? Prospects, Quarterly Review of Comparative Education 44 (2): 170.  https://doi.org/10.1007/s11125-014-9312-3BIT. 2012.Google Scholar
  10. Seck, Serigne Abdou Aziz. 2010. Note sur la Formation Professionnelle et Technique (FPT): Levier pour un développement économique et social intégré. Dakar: METFP.Google Scholar
  11. UNESCO-BREDA. 2011. Le financement de l’éducation en Afrique subsaharienne – Relever les défis de l’expansion, de l’équité et de la qualité; Institut de statistique de l’UNESCO-BREDA. http://unesdoc.unesco.org/images/0019/001936/193650f.pdf. Accessed 22 July 2016.

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Collège communautaire du Nouveau-Brunswick (CCNB)CampbelltonCanada

Personalised recommendations