This paper provides an overview of research into skill formation systems in three African countries—Ghana, Ethiopia, and South Africa. Technical and vocational education (TVET) in Africa is generally weak, despite many cycles of policy reform, including considerable donor attention. We argue that understanding this weakness, as well as understanding the possibility of building strong TVET systems, requires insight into national skill formation systems.
A skill formation system lens is useful because it explores macro-level patterns and relationships: how skill formation systems are shaped by, and shape, the societies and economies in which they exist. This includes factors internal to education and training systems as well as factors such as the relative availability of different types of qualified workers, the structure of the labour market, and conditions of employment for different levels of workers (Busemeyer & Trampusch, 2012; Hall & Soskice, 2001). As Busemeyer and Trampusch (2012) point out, although it is widely agreed that it is desirable to have skilled people, it seems to be, in most instances, very difficult to do, and countries differ dramatically in how they attempt to produce skilled workers and the kinds of skills produced. And while considerable research has taken place in wealthy industrialized countries to respond to this apparent conundrum, very little exists in the developing world, with some exceptions in South East Asia (Ashton, Green, Sung, & James, 2002; Maurer, 2012).
The paper explores what we have learnt so far about skill formation systems in three African countries. Our initial analysis, based on analysis of desktop data obtained, draws on a distinction between the screening and developmental roles of education. Our main preliminary argument is that the small number of good well-paying protected jobs available in these economies seems to aggravate the ways in which education is used for screening (gaining access to a good job or place at university), which then undermines the developmental roles of education (learning). The tiny size of the formal and industrial sectors and the small number of good jobs, as well as the extreme difference between options inside and outside of these sectors, and the desirability of getting a job outside of the country, make ‘screening’ dominate the functioning of education and training. This makes it difficult for policy makers who are involved with developing educational institutions and educational curricula for mid-level skills to get them right. No matter what they do, it seems that the offerings developed are low status, in low demand, attract poorly prepared students, which then aggravates the limited possibilities of such programmes. While there are pockets of success despite these extreme structural challenges, the possibilities for building dynamic skill formation systems are highly constrained by the nature of the labour markets in these countries. The possibility for changing this by changing aspects of the education and training system seem very remote, and yet, lack of mid-level technical skills, lack of basic general education, and lack of high level skills, are all argued to be critically undermining efforts for industrialization and economic development.
Field work in the three countries will be undertaken in the coming months, and our analysis of this will refine, augment, or review this initial analysis.
The paper also explores the applicability of approaches to understanding skill formation systems developed in wealthy countries to these countries, and makes suggestions, as well as posing further methodological questions about conceptualizing the nature of skill formation systems in these countries.
Last year at ECER we presented our initial methodology as well as preliminary findings from the study. This paper presents the next stage of findings and analysis.