Name of first author: Engr. Ayuba Anza Usman MNSE

Transcription

1 The rle f Technical and Vcatinal Educatin and Training (TVET) in Human Resurces Develpment: The case f Tumba Cllege f Technlgy (TCT)-Rwanda. Name f first authr: Engr. Ayuba Anza Usman MNSE Tumba Cllege f Technlgy P.O. Bx 6638 Rulind Tel/fax: (250) Nrthern Prvince Website: aausman@tct.ac.rw r datss2000@yah.cm Name f secnd authr: Eng. Gatabazi Pascal Tumba Cllege f Technlgy P.O. Bx 6638 Rulind Tel/fax: (250) Nrthern Prvince Website: pgatabazi@tct.ac.rw r pgatabazi@yah.cm Abstract: Despite Rwanda great gegraphic, cultural and demgraphic diversity, it shares many challenges and issues that are fundamental t imprving the quality and relevance f TVET as a means f human resurces develpment. Rwanda must cnsider a cherent strategy fr human develpment in which TVET plays an imprtant rle. Amng the critical issues that must be cnsidered when planning TVET prgrams t develp Rwanda human resurces are the fllwing: Ppulatin grwth and urbanizatin; pverty and lack f incme-generating capacity; increase demands fr literacy and secndary and technical educatin; and pllutin and envirnmental degradatin. The success f TVET in any develping cuntry can be cnsidered a key indicatr f the cuntry s advancement in develpment. Any cuntry that evlved int a technlgical advanced ne, TVET must have played an active and vital rle as skilled manpwer wuld have been required, als t enable its sustainability.

2 The chice f this paper title was dne having carefully cnsidered the fllwing factrs: African Unin decisin at rdinary sessin held at Khartum, Sudan January 2006 which cntain the plan f actin fr Mst cnspicuus in the decisin, member states were called upn t accelerate and expand prvisin f quality educatin fr sustainable develpment. Emphasis cntained in the pening speech by the Hn. Minister f state fr Educatin at the jint wrkshp between technical schls and industrial sectr Rwanda n September 18, Rwanda targets n visin 2020 and Ecnmic Develpment and Pverty Reductin Strategies (EDPRS). Hwever, this paper shall underpin the majr attributes f TVET using TCT as reference institutin which shall serve as a catalyst t human resurces develpment thrughut prvided the fllwing steps are taken: Flexible and industry led curriculum that integrates innvatins, vcatinal and general educatin and that is delivered thrugh a multidimensinal apprach Incrprate new educatin/training technlgies int TVET prgrams Increase internatinal and reginal cperatin t strengthen TVET Increase funding f activities relevant t the prmtin f TVET 1. Intrductin: Technical and vcatinal educatin and training (TVET) refers t educatin and training that prepares persns fr gainful emplyment (Finch and Crunkiltn 1999). In ther wrds, TVET refers t deliberate interventins t bring abut learning which wuld make peple mre prductive (r simply adequately prductive) in designated areas f ecnmic activity (e.g., ecnmic sectrs, ccupatins, specific wrk tasks). TVET has the ptential t enhance human capabilities and enlarge peples chices. The benefits f TVET need t be mre equitably distributed between men and wmen, and between rural and urban areas. The beginning f TVET is difficult t trace as it cnntes skills and cmpetencies which has been embedded in surplus f ther histries. The perceptin f the rigin f TVET by many is in diverse ways. Hwever, general educatin and training began in pre-histry with the transmissin f knwledge and culture frm ne generatin t the next. The use f tls, beginning with thse made frm stnes, evlved as humans evlved. In the pre-histric hunting and gathering sciety, skills were passed frm parent t child as members f small, usually related, migratry grups. The transitin frm this stage t the settled cultivatin f crps marks the beginnings f civilizatin and with it recrded histry. The educatin and training that ccurred is best embdied in the Chinese prverb: Give a man a fish and he will eat fr a day. Teach him hw t fish and he will eat fr a lifetime.

3 The Wrld Bank, Internatinal Labur Organizatin (ILO), United Natins Educatinal, Scientific and Cultural Organizatin (UNESCO), and ther rganizatins have recently shwn drive twards actively recgnizing anew the rle f TVET. Hwever, UNESCO wh is at the frefrnt f TVET prmtin, had the fllwing bjectives established at the Seul Cngress (UNESCO, 1999): - T prvide TVET fr all; - T rient TVET fr sustainable develpment; - T strengthen TVET as an integral cmpnent f lifelng learning. One f the key gals f the Educatin fr All (EFA) Framewrk fr Actin adpted in Dakar, Senegal, in 2000 (UNESCO, 2000) stipulates that the learning needs f all yuth and adults shuld be met thrugh access t apprpriate learning and life-skills prgrammes. Since this is basically what TVET des, the linkage between the tw thrusts already exists, but must be strengthened and bradened in the future. TVET can take place either in frmal schls (i.e. kindergarten thrugh t grade 12 r 13), r increasingly in pst-secndary cmmunity and/r technical clleges, r infrmally by means f training at the wrkplace and increasingly by distance media. TVET prepares learners fr specific jbs r types f wrk, ften including practical and/r prcedural activities. The aim f TVET is t enable learners t meet needs f emplyers fr qualified labur and/r wn needs related t prductin f gds and services. Skills training in general dentes develpment f qualificatins in the same line, but with a mre limited scpe and vlume f training, ften fcussing n perfrmance f ne task (e.g. peratin f a specific machine) r a limited set f tasks (e.g. different types f welding). At a UNESCO Expert Meeting held in Bnn, Germany, 25 t 28 Octber 2004, appraches and practices were presented t illustrate the cntributin that TVET had made twards a mre sustainable future. Learning fr wrk, citizenship and a sustainable future is a jint respnsibility f educatin, f the wrld f wrk, and f a variety f stakehlders in the frmal and infrmal sci-ecnmic envirnment. It was cntended that since educatin is cnsidered the key t effective develpment strategies, technical and vcatinal educatin and training (TVET) must be the master key that can alleviate pverty, prmte peace, cnserve the envirnment, imprve the quality f life fr all and help achieve sustainable develpment. With this, TVET has t re-rient its agenda fr actin s as t cntinually prvide scientific and technical skills in relevant and respnsive prgrams, and cnsequentially develp a new generatin f human resurces. In general cntext, Sustainable Develpment cmbines three principal aspects:

4 Ecnmic: An ecnmically sustainable system must be able t prduce gds and services n a cntinuing basis, and t avid sectral imbalances between such areas as agricultural and industrial prductin. Envirnmental: An envirnmentally sustainable system must maintain a stable resurce base, aviding ver-explitatin f renewable resurce systems, and depleting nnrenewable resurces nly t the extent t which adequate substitutes can be develped. The cncept includes maintenance f ecsystem functins such as bidiversity and atmspheric stability, thus addressing resurces that are traditinally nt cnsidered as ecnmic resurces. Scial: A scially sustainable system must achieve distributinal equity, adequate prvisin f scial services including health and educatin, gender equity, as well as plitical accuntability and participatin t prmte active citizenship. The verriding bjective is quality f life. TVET is a mst effective means fr sciety t develp its members ptentials t respnd t the challenges f the future. Hwever, schls and ther institutins f the frmal educatin system alne cannt achieve educatin and training fr sustainable develpment in terms f human resurces. In mst African cuntries, versight respnsibility fr TVET is shared in general between the ministries respnsible fr educatin r technical educatin and labur r emplyment, althugh sme specialised vcatinal training prgrammes (in agriculture, health, transprt, etc.) fall under the supervisin f the sectr ministries Rwanda scenari fr human resurces develpment thrugh TVET: In spite f Rwanda great gegraphic, ecnmic, cultural and demgraphic diversity, it shares many cmmn challenges and issues that are fundamental t imprving the quality and relevance f TVET t gain a cmpetitive edge in the market ecnmy f the 21 st century. Rwanda must cnsider a cherent strategy fr human capital develpment in which TVET plays an imprtant rle. Hwever, in rder t effectively tackle this prblem, human resurce develpment plans must be clearly cast within, and simultaneusly linked t, the ecnmic develpment visin f Rwanda. The success f TVET in any develping cuntry can be cnsidered a key indicatr f the cuntry s advancement in develpment. Any cuntry that evlved int a technlgical advanced ne, TVET must have played an active and vital rle, as skilled manpwer wuld have been required, als t enable its sustainability. In Rwanda, Science and Technlgy in educatin is als emerging as a key pririty area within the sectr, recgnising its rle in human resurce develpment fr Rwanda. This frward-lking plan, based n declared targets and indicatrs is an instrument t make the Educatin Sectr Plicy peratinal and is designed t assist in reducing pverty within Rwanda while creating a fundatin fr ur visin f ecnmic develpment based upn applicatins f develpment skills and technlgy.

5 Furthermre, internatinal cmpetitiveness and emplyment creatin serve as twin prergatives in the cntext f Rwanda develpment. The prvisin f relevant and apprpriate skills represents a significant element f the verall develpment pathway f the cuntry. Skills develpment in all technical sectr takes n an increasingly imprtant rle in virtually all dialgue f natinal develpment, mre s in the advent f glbalisatin in an ever increasing knwledge ecnmy. This prvides the basis fr internatinal cmpetitiveness. Indeed, the capacity f any cuntry t attract apprpriate and relevant investment is dependent n the pl f skills available (Brwn et al. 2001). The develpment f intermediate-level skills fr example in Infrmatin and Cmmunicatin Technlgy (ICT), therefre, hlds the prmise f internatinal cmpetitiveness by attracting much-needed investment pprtunities and, in the Rwanda framewrk, in its ability t prvide the basis fr emplyment creatin and human resurces develpment. The rle f ICT, which is als ne f the key fcus f TVET in natinal develpment, therefre, must nt be underestimated. Of curse, reality is never s simple, which partly explains why TVET des nt achieve acceptance by all. Mst TVET implementers (relevant institutin heads) pint t the heavy expenses required t develp curricula, train staff and equip classrms fr these specialized subjects, which generally cst three times mre than academic curses. Yet, fr many parents and students it remains a secnd-class educatin. The truth is that TVET prvides training but nt the guarantee f a jb. Even the wrld s mst sphisticated and expensive prgramme is dmed t fail if the labur market cannt absrb the students, despite their skills and expectatins. It must be recgnized, that TVET is a cmplex differentiated sci-ecnmic system by itself, which is influenced by invlved individuals, state and cmpanies/ecnmy which have partly different interests.

6 In this circumstance TVET has t be understd as a service-prvider fr individuals, ecnmy and sciety. Relatinship between TVET and Labr market: Qualificatins: Supply-Side Side Qualificatins: Demand-Side Initial Training TVET Further Training Emplyment system Training and Wrking Wrking and Training In recgnitin f the service functin f TVET regarding the labr market and its develpment there shuld be exist relevant elements in TVET, which can address specific questins and demand f the labr market. SEAMEO (2001) identified eleven imprtant trends and directins fr TVET in its member natins, as fllws: Clear natinal plicies fr TVET; The cncept f lifelng learning; Cmpetency-based training (CBT); Develpment f demand-driven TVET; Flexible TVET delivery systems; Encuraging a cmpetitive spirit amng TVET prviders; Strng public TVET systems; Recgnitin f TVET; Quality utput and utcme; Research and evaluatin t imprve TVET; Apprenticeship systems. Frm Rwandan wrking ppulatin index (Feb, 2005),

7 *Agriculture (88.6%); *Wrkers specialized in services (3.3%); *Labrers, nn-agriculture unskilled wrkers and vehicle drivers (3.1%); *Business and traders (2.6%); *Prfessinals and assimilated assciates (1.6%); and *Manufacturing industry (0.8%). All hands must be n deck t prmte TVET activities which is a key t skilled sciety. The success f this cannt be hinged utside adptin f the abve trends and directins recmmended by SEAMEO. 2. TCT as a catalyst f change fr Human Resurces Develpment in Rwanda The questin f hw t reduce unemplyment, under-emplyment and als reduce the mismatch between skills and jbs, while simultaneusly creating the new prductive jbs and imprving quality f life f the wrker, are sme f the cre issues that cncern with human resurces develpment. TCT has cnsidered and at the same time addressing mst f these issues by implementing apprpriate curriculum, innvative teacher-training and strengthening skill and cmpetencies develpment. Tumba Cllege f Technlgy (TCT) Rwanda is natinal institutin established in 2007 and fficially inaugurated June 2008 t address the critical needs fr technical and entrepreneurship skilled manpwer, als imprving the quality and relevance f TVET. The mst critical areas viewed by the gvernment necessating TCT establishment were thse that spur rapid develpment such as Infrmatin Technlgy (IT), Electrnics & Telecmmunicatin (ET) and Alternative Energy (AE). TCT is entirely devted t the cause f strengthening training, research and develpment activities that facilitates human resurces develpment. TCT Missin T prduce technicians with cmpetent hands-n skills, wrk attitude and knwledge f A1 level T ensure high quality technical educatin relevant t the industrial and scial needs

8 T cntribute t the ecnmic develpment f Rwanda thrugh prviding the practical technicians t the industry and encuraging entrepreneurship TCT Visin T be a leading technical educatin center f excellence cntributing t the scientific and technlgical develpment f Rwanda and the regin. T be a mdel institutin creating new values thrugh the activities f in-schl venture and supprt f entrepreneurship. TCT ccupies a unique psitin in Rwanda technical educatin as it prvides leadership and encurages innvatins in TVET thrugh: 1. Participatin in natinal curriculum develpment and curriculum renewal 2. Training and upgrading f teachers and teacher trainers fr imprving quality 3. Integrating emerging areas f cncern int TVET curriculum fr sustainability and glbalisatin; 4. Prmting the cncept f human resurces develpment in Rwanda thrugh cllabratins with relevant institutins, rganisatins and industries. TCT carries ut its prgrams thrugh strng partnership and cllabratin with ther lcal and internatinal institutins, als Japan Internatinal Cperatin Agency (JICA), fr maximizing efficiency and effectiveness. Acknwledging JICA immense supprt and successes f implementing TVET in sme African cuntries, mst prminently Ghana, Uganda, Malawi and thers and its existing netwrk in ther cuntries further strengthens the cntributin f TCT in the arena f TVET here in Rwanda. TCT has a branch campus at Kigali where plans are already at advance stage t carryut regular academic prgrams and skill develpment packages in IT, ET and AE dmain, als t serve as an interface with the industries. Hwever, it is planned t have the fllwing facilities in the branch. Infrmatin Center TCT infrmatin center can be used by anyne. It includes the fllwing kinds f infrmatin. *TVET human resurces * Jb pprtunities *Industrial training pprtunities * New technlgies * Digital archives * Alumni netwrk * Sft-lan infrmatin, etc.

9 TCT Park Beside the regular academic prgrams t the students, the Branch Campus will be utilized fr cnnecting TCT t the cmmunity and industry. As the interface t the utside wrld, TCT Park is planned fr the fllwing activities. *Exhibitin f fabricated/cnstructed technlgies by students/trainees department are demnstrated. *Technlgies f each Trainings fr ther institutins Varius kinds f training relevant t IT, ET and AE fields are been cnducted fr the technicians, cmpany staff, and members f the sciety. Sme f the training curses include the fllwing: Field IT ET AE Curse -Cmputer literacy -CCNA -Repairs and assembly f electrnics and telecm equipment -Installatin and maintenance f slar hme systems -Netwrking -Repairs f cmputer hardware -Sftware develpment -Installatin and maintenance f electrnic security systems -Installatin and maintenance f PABX systems -Design and cnstructin f imprved cking stve -Design, cnstructin and maintenance f Bigas systems Incubatins fr entrepreneurship As a result f skill acquisitin by mst TCT graduates, they are expected t start their wn business. With a view t prmte this activity, a cnsultant has since been engaged where mre than 50% f the final year students are supprted. TCT incubates the entrepreneurs with varius supprts such as: *Small ffice space with minimum facilities *Technical supprt *Financial advice *Infrmatin access.

10 Cnsultancy services Cnsultancy services are cnsidered t be at the frefrnt f TCT targets as it has direct bearing n human resurces develpment, as such this shall be effectively administered. Over the last tw years, TCT has cntributed significantly in develping TVET in Rwanda thrugh its prgrams. TCT activities enabled us t identify the issues, prblems and strategies which are critical fr effective human resurces develpment thrugh TVET. This paper is devted t explring the experiences related t emerging directins fr human resurces develpment thrugh TVET and pinpinting sme elements f success with fcus n Rwanda. Fig.1 Belw shws a general verview f activities with TCT-Kigali campus. T enhance TCT capacity -training with high-tech equipment -in-schl venture -entrepreneurship supprt, etc. T establish clse relatinship with industrial sectr -emplyment prmtin -OJT -seminars, etc. TCT Kigali Branch T serve as TVET center f excellence -infrmatin netwrking center -resurce sharing -prviding trainer's training, etc. T cntribute cmmunity develpment -develpment activities -technlgy demnstratin -cnsultancy, etc TCT Technical Advisry Grup (TAG) and Industry led curriculum: TAG has been established fr each department f TCT t enhance the relatinship with public and private sectrs. Since TCT started with three departments, each has its wn TAG f which members cnsist f experts frm the relevant industries and institutins. In rder t get strng relatinship with public and private sectr as mentined abve TCT have frmed the TAG members t advise and cllabrate with develpment f TCT. TAG members are made up f public and private sectrs such a KIST, RURA, ELECTROGAZ, RITA, GTZ, MTN, RWANDATEL, ORINFOR, MININFRA, etc, and it is frmulated fr each department t supprt and ensure qualitative academic and apprpriate training prgram f TCT. TAG wrkshp is usually held twice a year in every department with variety f agenda. Frmulating f TAG has three bjectives: (1) T enhance the relatinship between TCT and public/private sectr.

11 Infrmatin center fr jb pprtunity Industrial attachment prgram Latest technical infrmatin (2) T imprve the academic and training prgrams f TCT. Staff training fr TCT Cnsultancy Curriculum review Guest teacher (3) T cntribute t scial develpment thrugh cllabratin between public/private sectr and TCT. Prviding training in the relevant field Seminars Cllabratin research - Partnership with Internatinal Institutins TCT has als established a netwrk with sme technical institutins abrad that were successful in terms tremendus achievement with their cntributin t their respective cuntries manpwer. These institutins als had technical crpratin and supprt frm JICA, as such they were identified suitable fr the cllabratin. The institutins and cperative activities are as fllws. Ptential Institutins - EEPIS (Surabaya, Indnesia) - Tribuvan University (Kathmandu, Nepal) - Technical Clleges (Japan) - Dar-es-Salam University Activities - Exchange f the resurces and infrmatin - Cnducting trainings fr each ther - Cllabratin research - Masters prgram - Training centers MALAWI, etc.

12 Fr mre infrmatin n the dynamism f TCT activities, visit Opprtunities and challenges Belw are sme f the key pprtunities in TVET: Glbalizatin is prmpting gvernments t take renewed interest in TVET frm f educatin. In natins where unemplyment is endemic, TVET, particularly in areas fstering entrepreneurship and small enterprises, becmes increasingly imprtant fr the future. Tilak (2003) characterizes TVET as an equity measure because it prmtes equity with a rural bias and serves the needs f relatively pr peple, as well as being an antidte t urban-biased elite educatin (p. 675). There is n questin as t the imprtance f skills develpment fr reducing pverty The increasing imprtance that African gvernments nw attach t TVET is reflected in the varius Pverty Reductin Strategy Papers that gvernments have develped in cllabratin with The Wrld Bank. Fr UNESCO, TVET ges beynd the narrw cnfines f ecnmic planning. It is part f a larger visin fr prmting sustainable develpment. Since its funding, UNESCO has been develping recmmendatins and rganizing plicy debates, while serving as a plicy advisr fr gvernments trying t refrm r create vcatinal educatin systems. Challenges: The urgent challenge is therefre t bridge the demand fr jbs with the actual needs f sciety. Plitically, gvernments cannt affrd nt t invest in the skills f future generatins. The Image and Status f TVET has cnsistently faced prblems as it is perceived by sme as secnd-class. These difficulties must be met with a renewed effrt t raise the public perceptin f TVET. The Prmtin f TVET fr Girls and Wmen, this is essentially an issue f access t TVET and, nce girls and wmen enter TVET institutins, hw they are received and accmmdated. Attracting mre female instructrs and administratrs int TVET is a majr challenge in the future. TVET Facilities and Equipment: There is a majr prblem assciated with high cst f cnstructin, equipment, maintenance and the prvisin f cnsumable training materials. Rutine and preventive maintenance have als cnstituted persistent prblems. TVET Teachers Cnditins f Service in mst cuntries are nt the same with thse in academics, as such; it serves as a demtivating factr. Wrkplace Health and Safety: HIV/AIDS upn yuth and wrking-age ppulatins is a majr challenge t be faced by TVET. HIV/AIDS, the very educative prcess is in jepardy. TVET Curriculum Refrm and Develpment effect n labur market. In ther natins, fr a variety f reasns, emplyers prefer t emply untrained yuth r academic

13 graduates and prvide n-the-jb training. One salient trend is the grwing cnvergence between TVET and academic curricula, resulting frm technlgical change. Teaching and Learning: As TVET becmes increasingly mre knwledge riented, the rle f the teachers and instructrs must change frm the didactic imparting f skills and knwledge t the facilitatin f learning. Learners-centred. TVET Planning: In mst cases where TVET prgrams fails, apprpriate and relevant parties are nt invlved at the planning stage. Crruptin: Mst peple restrict crruptin t financial embezzlement. The wrst aspect f it is related t plicies that bscure TVET related prgrams which is capable f empwering the sciety with skills and cmpetencies that culd lead t standalnes. 3. Cnclusin: One f the mst critical challenges f this 21 st century is the attainment f full emplyment and sustained ecnmic grwth in the glbal ecnmy and scial inclusivity. TVET can be synnymus t the backbne f quality life as it cntributes significantly t prmting the interests f individuals, enterprises, ecnmy and sciety. By making individuals emplyable and infrmed citizens, human resurces develpment thrugh TVET activities cntribute t ecnmic develpment and t achieving full emplyment and prmting scial inclusin. They als help individuals t gain access t decent wrk and gd jbs, and escape pverty and marginalizatin. The ecnmy becmes mre prductive, innvative and cmpetitive thrugh the existence f mre skilled human ptential. Human resurces develpment and training als underpin the fundamental values f sciety equity, justice, gender equality, nndiscriminatin, scial respnsibility, and participatin. T revitalise the current status f TVET mst particularly here at Rwanda, early identificatin f current and future skills needs which is part f a frward-lking strategy that reduces skills gaps has t be established by: adjusting the curriculum f initial educatin t current and future skills needs; enabling training prviders t anticipate and frecast what skills are in demand currently and in the medium- t lng-term, s as t ensure a better fit between jbs and skills; prviding pertinent and timely infrmatin t all stakehlders in particular t displaced wrkers as well as thse seeking better jb pprtunities t enable them t shift frm declining t emerging sectrs; Therefre, t achieve Sustainable Develpment via TVET - TVET has t be strngly linked with the wrld f wrk in cmpanies and ther emplyers. Effrts t achieve TVET fr realistic human resurces develpment requires a systematic and / r cperatin in the internatinal framewrk under this bjective. An internatinal cperatin with abve described bjective shuld Be led by the certain relevant bdies Integrate and invlve the cmpetent and mtivated actrs Recgnise relevant stakehlders Be able t attract the needed finances Enable an interdisciplinary wrk

14 Ensure an exchange f lessns learnt and best practices T cmbine the resurces in the areas f main cmmn interest Identify and realise the related prjects Cver in its activities the mst imprtant fields, which can cntribute t a re-rientatin f TVET twards the sustainable human resurces develpment. The Grwing Imprtance f ICTs fr TVET: The additin f ICTs t TVET prgrammes and curricula (preferably as part f a crss-curricular fcus) will assist mdernizatin f the field. Anther imprtant aspect f ICTs has been the exchange f TVET infrmatin between natins thrugh the UNESCO-UNEVOC netwrk ( the ILO netwrk and ther multilateral and nn-gvernmental netwrks. The task f human resurces develpment is multi-dimensinal task and must be undertaken in clse partnership with gvernment, nn-gvernment rganisatins and internatinal agencies. Industry and private sectrs must jin hands in the prcess f human resurces develpment. TCT has wrked clsely fr the last three years with a vast netwrk f institutins and rganisatins. Our experience gives us an edge t cntinue the partnership path. Bibligraphy: Rupert Maclean, David N. Wilsn (2009), Internatinal Handbk f Educatin fr the changing wrld f wrk, (in: Bridging academic and vcatinal learning, ), Springer science + business media: The UNESCO-UNEVOC, pp.1xxiii, UNESCO (2005), Revised Recmmendatin Cncerning Technical and Vcatinal Educatin (2001) in Nrmative instruments cncerning Technical and Vcatinal Educatin, [Accessed ] Internatinal Labur Organisatin (2009), Glbal Emplyment Trends database, [Accessed ] InWEnt/UNESCO-UNEVOC (2006), Research fr TVET plicy develpment, [Accessed ] Judith Chen and Simn James with Jhn Blewitt -eds.(2002), Learning t Last. Skills, Sustainability and Strategy ; UNESCO-UNEVOC.

15 Msambichaka, Mwamba and Mashindan (2006), Glbalisatin fr challenges fr develpment in Tanzania, DAR ES SALAAM. UNESCO-UNEVOC (2004), Orientating TVET fr sustainable develpment: ( EVOC%20Dcuments%20n%20TVET%20fr%20Sustainable%20Develpment) [Accessed ] Republic f Rwanda (2007), Rwanda Educatin Sectr Strategic Plan , [Accessed ] Republic f Rwanda (2005), Demgraphy, [Accessed ] African Unin (2006), Decisin n a secnd decade f educatin fr Africa ( ) and the framewrk f the plan f actin fr the secnd decade, [Accessed ] Yamada, Matsuda (2007), Vcatinal and Industrial Human Resurce Develpment thrugh TVET in Africa. Changing Assistance Envirnments and Human Resurce Demands JICA visiting fellw research reprt. Japan: Japan Internatinal Cperatin Agency