situational analysis & baseline study zambia
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Prepared for: Commonwealth of Learning
Prepared by: Ed Du Vivier
SITUATIONAL ANALYSIS & BASELINE STUDY
of
Open, Distance & Flexible Learning in the
Technical Education, Vocational & Entrepreneurship Training Sector
in
ZAMBIA
Technical Education, Vocational & Entrepreneurship Training Sector
in
ZAMBIA
Last Revised: 8th January 2016
12th July 2015
Commonwealth of Learning, 2016
Any part of this document may be reproduced without permission, but with attribution to
the Commonwealth of Learning and the author.
CC-BY-SA (share alike with attribution)
http://creativecommons.org/licenses/by-sa/4.0
If you have any queries about this report, please contact:
Dr Alison Mead Richardson
Education Specialist: Technical and Vocational Skills Development
Commonwealth of Learning
4710 Kingsway, Suite 2500
Burnaby, BC V5H 4M2
CANADA
Tel: +1.604.775.8200
Fax: +1.604.775.8210
ameadrichardson@col.org
Situational Analysis & Baseline Study
Page i
Acronyms & Abbreviations used in this Document
BEAR Better Education for Africas Rise Project, coordinated by UNESCO
BSE Basic Skills Education (see Sub-section 2.7)
COL Commonwealth of Learning
DfID Department for International Development, Government of the United Kingdom
DVET Department of Vocational Education & Training in Ministry of Higher Education
GRZ Government of the Republic of Zambia
ICT(s) Information and Communication Technology(-ies)
MESVTEE Ministry of Education, Science, Vocational Training and Early Education (between
2011 and September 2015), Government of the Republic of Zambia
MHE Ministry of Higher Education (since September 2015), GRZ
MOGE Ministry of General Education (since September 2015), GRZ
MoF Ministry of Finance, GRZ
MIS Management Information System
MSME(s) Micro-, Small and Medium Enterprise(s)
NER Net Enrolment Rate
ODFL Open, Distance and Flexible Learning (see Glossary for definitions of terms)
ODL Open and Distance Learning (see Glossary)
OERs Open Educational Resources (see Glossary)
PPP USD Purchasing Power Parity United States Dollars
RPL Recognition of Prior Learning (see Glossary of Terms)
SADC Southern African Development Community
STEM Science, Technology, Engineering and Mathematics disciplines/subjects
T&L Teaching and Learning
TDP TEVETA Development Support Programme, financed by the World Bank between
2002 and 2009
TEVET Technical Education, Vocational & Entrepreneurship Training (the preferred term for
this sub-sector in Zambia)
TEVETA Technical Education, Vocational & Entrepreneurship Training Authority
TTI Technical Training Institute
TVET Technical and Vocational Education & Training
TVTC Technical and Vocational Teachers College, Luanshya, Zambia
ZIBSIP Zambian Institute of Business Studies and Industrial Practice, Kitwe, Zambia
ZQA Zambia Qualifications Authority
ZQF Zambia (National) Qualifications Framework
ODFL in the TEVET Sector in Zambia
Page ii
Executive Summary
The Commonwealth of Learning (COL) is an intergovernmental agency, established by the
Commonwealth Heads of Government to promote the development and sharing of innovative
approaches to the provision of learning for sustainable development. Since 1989, COL has been
carrying out research, organising capacity-building activities, experimenting with new
technologies and producing resources to support programmes of Open, Distance and Flexible
Learning (ODFL) in member countries of the Commonwealth of Nations. In its Strategic
Development Plan for the period 2015-2022, COL is targeting support for extending the use of
ODFL approaches for skills development in Zambia.
Overview of Sub-Sector
Zambia is a middle-income country in Sub-Saharan Africa, with a population of 13.1 million
(2010) and a GDP per capita of less than USD 4,000 (current PPP). Responsibility for the
education and training sector has been assigned to two ministries. The Ministry of Basic
Education manages systems for early childhood care and development (ECCD), as well as
school-based education up to the completion of Grade 12. Post-secondary education and
training is overseen by the Ministry of Higher Education (MHE), with a Directorate of
Vocational Education and Training that administers funding for approximately twenty-five
semi-autonomous training institutions. The Technical Education, Vocational and
Entrepreneurship Training Authority (TEVETA) was established by legislation as the national
body for setting standards, accrediting and regulating the activities of training providers in both
the public and private sectors.
COL is working with these local partners MHE and TEVETA to plan and deliver a series of
initiatives to build capacity at government institutions that plan to develop ODFL alternatives
to conventional face-to-face training. As of mid-2015, two of these training institutions had
been accepted as members of Innovation in Vocational Education & Skills Training (INVEST
Africa), a partnership between COL and the Commonwealth Association of Polytechnics in
Africa. This document was prepared to assess the current situation with regard to the use of
ODFL by publicly-funded training institutions in Zambia, as well as to establish baseline
indicators for monitoring and evaluating the planned initiatives.
Institution-based training is one of the main avenues for Zambians to acquire recognised
qualifications in various trades and technical professions. Fewer than three hundred training
providers have been accredited by TEVETA, and about a third of these are public institutions
supported by different ministries, including MHE. Training providers are allowed to develop
their own short courses, but the curricula for formal programmes must be accredited at national
level by TEVETA to ensure standardisation in line with Zambias National Qualifications
Framework. Each training provider is responsible for employing its own staff complement.
Instructors are obliged to submit to accreditation by TEVETA, but concern has been expressed
about the quality of instruction available at many centres. Approximately 35,000 students were
enrolled for institution-based training in 2012, and the system produced roughly 8,000
graduates in the same year.
Situational Analysis & Baseline Study
Page iii
Public training institutions are financed primarily through direct subventions from the
Government of Zambia (GRZ), student fees, government bursaries and the sale of goods and
services produced during the course of training. In addition to these sources of funding, there
have been a number of donor-assisted initiatives for the sector in recent years. These include
the Support to Science & Technology Education Project funded by the African Development Bank,
the UK Department for International Developments Skills Improvement Programme, funding
from the Chinese Government for upgrading the skills of instructors and re-equipping GRZ
training providers, and several smaller projects.
School-based training (also referred to as the two-tier system) is another important pathway
for young people to acquire TEVET skills. The pilot phase of the Flexible Education and
Training programme (FLET) began in 2014. Based on the German model, the two-tier system
places equal emphasis on academic and basic skills education. The target is to enrol half of the
adolescents who have been pushed out of formal schools due to the lack of sufficient places. As
of May 2015, the two-tier system was being implemented by four training institutional hubs,
linked to twenty technical secondary schools and ten schools for continuing education.
The informal sector is a major component of Zambias economy and labour force. Because of
the importance of the informal economy, the Sixth National Development Plan includes a strategy
to integrate modules on entrepreneurship and developing micro-, small and medium
enterprises (MSMEs) in all FLET and TEVET programmes. In addition, the development of
such skills are viewed as central to addressing the problem of unemployment, particularly
among young people. To date, however, only two of the twenty-four public training
institutions under MHE have designed and delivered short courses for workers in the informal
economy. An unknown number of Youth Resource Centres under the Ministry of Youth and
Sport offer TEVETA-accredited training in basic skills. This training is intended to enable
unemployed youth to generate a livelihood in the informal economy.
Baseline Survey
An online survey was conducted between mid-June and early October 2015 to assess the
readiness of the MHE training institutions in Zambia to adopt and/or expand their use of open,
distance and flexible learning approaches for the provision of TEVET. The aim of thi