The United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the UNESCO International Centre for Technical and Vocational Education Training (UNEVOC) have joined forces to plan and implement a five-year Technical and Vocational Education and Training (TVET) project in Ghana, Nigeria, Sierra Leone, and Cote d’Ivoire. The project is known as Better Education for Africa’s Rise (BEAR III), marks the third phase of this partnership between UNESCO.
Improving Relevance and Quality of TVET
BEAR III aims to enhance the relevance and quality of TVET programs and institutions, as well as improve the perception of TVET among young people and society. Drawing on the lessons learned from the previous phases, the project seeks to address the needs of the economy and labor market. To achieve this, a team led by Prosper Kwasi Nyavor, Head of Education Section at UNESCO Ghana Office, engaged stakeholders from the private and public sectors, including the Ministry of Trade and Industry and the Ghana Employers Association.
Engaging Stakeholders for Successful Implementation
Nyavor emphasized the importance of involving all stakeholders and partners in the TVET ecosystem for effective project implementation.
“The mission was to understand what the government had done so far with regard to TVET and to know where the gaps were so we could put measures in place and contribute to the success of TVET education and also to add value to government’s effort,” he said.
Contributing to Inclusive Economic Transformation
Charles Abani, the United Nations Resident Coordinator in Ghana, said that the potential of TVET in contributing to economic transformation, aligning with the United Nations’ Cooperation Framework for Ghana. Abani added that the agriculture value chain had signaficant job creation potential within the agriculture value chain and expressed the government’s commitment to building TVET and STEM education as crucial elements in achieving a self-reliant nation.
Focus on Practical and Industry-Based Learning
Hiromichi Katayama, the Programme Specialist at UNESCO Headquarters, suggested enhancing teacher training by employing educators with practical and industry-based knowledge, emphasizing the importance of practical training and real-world applications. The recommendation was to invest in training teachers specifically for TVET and to prioritize agriculture, a sector with diverse technical skill implementation opportunities.
In summary, the collaboration between UNESCO and stakeholders in Ghana, Nigeria, Sierra Leone, and Cote d’Ivoire paves the way for the implementation of the five-year TVET project, BEAR III. With a focus on enhancing relevance, quality, and perception, the project aims to contribute to inclusive economic transformation and sustainable development while ensuring climate resilience. By engaging stakeholders and prioritizing practical training, the project will make a positive impact on TVET education.
