The Status of Visual Art Apprenticeship Training in Ghana

This study examines the traditional apprenticeship of the visual art vocations in the wake of several attempts at formalizing apprenticeship in Ghana. The descriptive survey design was employed with questionnaire as the main instrument for data collection complemented with published literature. With the use of survey questionnaire and published literature this study took on the combined qualitative and quantitative approach of research. Purposive and simple random sampling techniques were used to sample 270 master crafts-persons and 300 apprentices respectively across the major crafts production centres. The study revealed that traditional apprenticeship with reference to visual arts vocations is still characterized by significant weaknesses and challenges in terms of relevance and quality of training. In spite of the weaknesses, the traditional apprenticeship provides greater opportunities and exposure to many youth in the area of entrepreneurial skills and self- employment. It was also revealed that greater number of both apprentices and master craftspersons have good educational background, a development likely to raise the status of apprenticeship and a requirement for the upgrade of the training content. The study recommends a comprehensive review of policy, legislative and regulatory framework for apprenticeship with the view of making it workable, and COTVET should be assisted and supported to deliver on its mandate. It is also recommended that the content of the training programme should be strengthened by incorporating essential topics missing in the visual arts apprenticeship programme. Keywords: apprentice, master craftsperson, traditional apprenticeship, visual arts, trainin

Vocational Education and Training in Sub-Saharan Africa: Current Situation and Development

There is a rising demand for specialist workers in several countries of Sub-Saharan Africa (SSA). The area still lacks a consistent system of professional training and further education. The conference transcript comprises practical knowledge collected by the authors to depict the current state of professional training within the Sub-Saharan African countries. The paper also introduces the reader to concepts for the development of a professional training system and provides an overview of the strategies and plans of different countries and institutions. The included articles were written within the framework of a symposium on the status quo and the perspective of professional training and further education. This gathering took place in Namibia in August 2016 and brought together researchers and business actors from the Sub-Saharan states, Europe, Australia, and Asia.In einigen Ländern der südlichen Saharazone (SSA) steigt die Nachfrage nach Fachkräften. Ein durchgängiges System der beruflichen Aus- und Fortbildung ist in der Region noch nicht etabliert. In dem Tagungsband tragen die Autor:innen Praxiswissen zur Situation der beruflichen Bildung in den afrikanischen Subsahara-Staaten zusammen. Sie stellen Konzepte für die Entwicklung eines Systems zur beruflichen Ausbildung vor und geben einen Überblick über Strategien und Vorhaben verschiedener Länder und Institutionen. Die Beiträge entstanden im Rahmen eines Symposions zum Status quo und zur Perspektive der beruflichen Aus- und Fortbildung. Es fand im August 2016 in Namibia mit Teilnehmer:innen aus Wissenschaft und Praxis der Subsaharastaaten, Europa, Australien und Asien statt

Vocational Education and Training in Sub-Saharan Africa

There is a rising demand for specialist workers in several countries of Sub-Saharan Africa (SSA). The area still lacks a consistent system of professional training and further education. The conference transcript comprises practical knowledge collected by the authors to depict the current state of professional training within the Sub-Saharan African countries. The paper also introduces the reader to concepts for the development of a professional training system and provides an overview of the strategies and plans of different countries and institutions. The included articles were written within the framework of a symposium on the status quo and the perspective of professional training and further education. This gathering took place in Namibia in August 2016 and brought together researchers and business actors from the Sub-Saharan states, Europe, Australia, and Asia

Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries

Session 3 - What are concepts or conditions of success for a networked VET learning and teaching (oriented on competence, working practice, flexible, etc.) and especially for a networked Further Education system in VET?

Session 3 Concepts or conditions of success for networked VET learning and teaching, especially for Further Education. Participants presented their concepts and conditions of success for a competence-based and networked VET Education and Further Education. Following the theoretical approaches of sessions 1 and 2, session 3 presents ideas and models for Further Education concepts that were tested in practice. They come from nine African universities and one German university. The authors provide supportive and obstructive factors for competence-oriented Further Education in VET

The Challenges, Pragmatic Justification and more Effective Ways of Implementing the Continental Education Strategy for Africa (2016-2025)

The Continental Education Strategy for Africa 2016 -2025 as an initiative by the African Union holds a lot of potential in the prospective transformation of education in Africa With its focus on all levels of education and collaborated efforts at the continental regional and national level it provides relevant strategies for attaining its goals within its targeted 2016-2025-time frame Since its inception progress in implementation of the CESA 16-25 has been minimal This paper provides an analysis of the challenges faced practical reasons for its implementation experiences and lessons gained from the implementation It also explores the possibility of deploying alternative ways which are more effective for the implementation of the CESA 16-2

Stakeholders\u27 Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia

Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government\u27s policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members\u27 motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development

Higher Education Reforms: A Crux in The Gambia’s National Development Agenda

The development of a nation is positively correlated to the human capital in the development sectors, and only the right higher education system can spur such development. Thus, for any nation to rise to the challenges of its development imperatives, it has to have the requisite structures in place for its human capital formation. The Gambia has made numerous attempts to reform its education system, purposely to address its development challenges but policy implementation cycle after implementation cycle has proven futile and until today the country continues to yearn for a shift from a low-income economy to a middle-income economy. This paper attempted to look at the national development policy initiatives, the link between human capital formation and national development programs, and the education system, human capital dimension for national development and higher education reform agenda and strategies along the four (4) highlighted thematic areas. The reform was in response to the realization of the need to strengthen the engineering and technology base of the education sector as well as the foundation for STEM education and promote a 65 percent turn around in the sciences in the tertiary and higher education system. For these to be achievable, it was suggested that the right educational infrastructure such as the state-of-the-art laboratories and other equipment must be provided. Training of the drivers of the sector in content and pedagogy as well as effective planning and management of the educational system must also be a priority. Finally, the need for strong collaboration with industries and other higher learning institutions at the national, regional and international levels was recommended