IIEP conducted a study in Benin, Ethiopia, Madagascar, and Senegal on the management systems of TVET trainers and supervisory staff. In all four countries, the competency-based approach was adopted, and the forms of training involved the company (dual training, apprenticeship, renewed apprenticeship, etc.).

While ICTs are essential for the transmission of digital knowledge, many countries in Africa are struggling to overcome the challenge of low internet coverage and poor digital infrastructure. Weak electrification networks and difficulties in technical and financial access hamper government attempts to bring digital technology to the technical and vocational education and training (TVET) sector. Yet this is a political priority.

While technical and vocational skill development is prominent in the United Nations’ Education 2030 Agenda, Africa’s technical and vocational education and training (TVET) systems are not yet up to the challenge.