In his opening speech, the Director informed participants of his keen interest in the development of technical and vocational education since his participation in UNESCO's first International Congress for the Development and Improvement of Technical and Vocational Education in Berlin, Germany in 1987. He observed that TVE is an essential and integral part of the educational system of any country and should therefore contribute to the achievement of society's goals of greater democratization and social, cultural and economic development while at the same time developing the potential of individuals for active participation in the establishment and implementation of these goals.

He called for well articulated national structures of general education, general technical education and specific vocational skills as critical ingredients in the preparation of manpower. There is also a need to address the public's sensitivity and awareness of the importance of TVE without which no meaningful development can take place in any country.

The Director, particularly emphasized the need to address the training needs of the nonformal/informal sector which is now assuming the lion's share of the labour force in Africa. There is a need to link TVE institutions with enterprises to nurture an entrepreneurial culture.

In conclusion, the Director noted with satisfaction that the participants were well experienced policy-makers and TVE experts capable of addressing the challenges before them. He looked forward to the participants coming up with a comprehensive Plan of Action that would guide UNESCO and particularly the Regional Office in Dakar in carrying out UNEVOC's activities in the next phase (1996-1997). The Symposium was then declared opened.


1.2. Participants


The countries invited to participate in the Symposium included: Cameroon, Cte d'Ivoire, Congo, Ghana, Kenya, Nigeria, Swaziland, Zimbabwe, Senegal, and Madagascar.

Madagascar did not respond to the invitation while Nigeria and Zimbabwe which had responded positively could not make it due to communication problems and difficulties in connecting flights to West Africa. Senegal was represented by three delegates while the rest had one delegate each.

1.3. Election of Officers

In order to direct and record proceedings of the Symposium, the following officers were nominated and approved by participants:

Chairman	Mr. Mahoumi Fall -	Director of Educational Planning Senegal
Rapporteur:	Mr. F.A. Baiden -	Deputy Director of Technical and Vocational Education - Ghana
Secretaries:	Mr. Ansounana San?-	Inspector of Technical and Vocational Education - Senegal
	Dr. N.C. Nwaboku -	BREDA/Nigeria

II. Presentation of the Working Document

2.1. Introduction


In the introduction, the synthesis depicted a general concensus where Africa's socio-economic context was characterized by fast growing and mainly rural based populations, fragile political systems and weak economies. These have precipitated serious declines in educational enrolments and standards and employment giving rise to unemployment and poor standards of living.

The rapid growth and expansion in human resource development experienced shortly after independence soon degenerated into disillusionment with the general academic education which did not prepare youth for the world of work. Educational reviews and reforms were then widely called for.

Technical and vocational education was eventually recognized as being of social and economic value as most States scrampled to introduce it in the school system.

2.2. TVE in the National Education Framework


The case studies show that most educational systems in Africa have over the past two decades tried to accommodate TVE in the general education structures. However, major policies guiding the legalization, planning and management of TVE have only come later in the 1980s. Objectives of TVE in most African States have several common features most of which include:

a) exposure of pupils to TVE and the world of work

b) facilitating the interpretation, application and translation of knowledge and skills into products and services,

c) inculcation of the work ethics,

d) increase in scientific and technological literacy

e) provision of skilled labour for national development

f) encouragement of equal access and participation of girls, women and disadvantaged groups in TVE

g) provide a sound foundation for further education and training.

TVE is introduced in primary and secondary education curricula either as optional or core depending on the country. In most countries TVE begins at the secondary level, Kenya has the most subjects beginning at the primary level.

At the tertiary level most TVE programmes are of the craft, technician and technologist types. Malawi Polytechnic in the Anglophone countries seems to be one of the few Colleges offering degree programmes including a 4 year basic degree programme (at university level) in TVE. Institutions in Francophone countries often offer higher and reputable technical programmes at tertiary level.

Girls' and women's participation in TVE in Africa is still very low due to certain norms and practices including: societal norms and prejudices, feelings of incapability, lack of encouragement and role models and sheer ignorance of the importance of equal participation in TVE by girls and women.

TVE is widely acclaimed to be expensive. Most countries therefore still heavily depend on foreign aid. Current economic constraints, however, are forcing some countries to seek alternative funding sources some of which include: charging nominal fees, introduction of TVE tax levies, and introduction of production units in the institutions.

2.3. Cooperation between TVE Institutions and Enterprises


The need for cooperation in TVE and training among key stake holders i.e. the trainees, employers, trade unions, government and communities is currently more widely acknowledged. Particular emphasis however needs to be placed on close links between TVE institutions and enterprises to bridge the gab between TVE and the work environment. Already some encouraging signs of such cooperation exist in such areas as industrial attachment, curriculum panels, continuing education, Research and Development activities and exhibitions and trade fairs.

2.4. Major Challenges to TVE in Africa


In summary, the case studies revealed at least six major areas most likely to pose the most serious challenges to the development of TVE in Africa.

i) The lack of peace and economic decline will continue, if not checked, to be a major challenge as Africa slips back into illiteracy and mere subsistence in the world largely characterized by scientific and technological developments.

ii) The low status syndrome of TVE will not disappear without the backing of national policies with the necessary legislative and regulatory mechanisms to improve the wages of technical and vocational workers and make their work environment safer and more enjoyable.

iii) Changing needs of Society and the Work Place must be anticipated and prepared for in TVE and TVT curricula if graduates of these programmes have to cope with such demands.

iv) Equity and Access in TVE risk becoming distant dreams for the disadvantaged groups most of whom are not in a position to afford cost- sharing. Tangible, effective strategies must be found to encourage girls and women who constitute about 50% of the population to participate in TVE.

v) Cooperation with enterprises will continue to be difficult as most enterprises, which are in the majority of cases foreign owned, operate marginally and maintain their profit motive.

vi) Cost-sharing in TVE is now a reality. Those benevolent donors can no longer be relied upon indefinitely. Governments must take a lead as a matter of national priority, to mobilize resources for TVE. TVE is expensive but a necessary expense because the lack of it will certainly prove to be more expensive as a nation would become a victim of its own illiterate and unskilled labour.

2.5. Innovative Measures:


It was noted in the working document that despite the undaunting challenges facing TVE in Africa, some encouraging innovative measures were already underway in some countries. These included:

i) educational reforms in which TVE was introduced thus making general education more vocationally oriented for example the 8.4.4. system of education in Kenya, the 6.3.3.4. in Nigeria, and the 7.4.2.3. system in Zimbabwe. In most Francophone countries the reforms strengthened the TVE component in existing structures;

ii) the introduction of several cost-sharing measures such as those already in place in Cte d’Ivoire and Senegal. Kenya has, besides introducing nominal fees, encouraged the establishment of production units and small business centres in TVE institutions;

iii) the establishment of coordinating bodies for TVE such as the Office national de la formation professionnelle (ONFP) in Senegal and the national Coordinating Committee for Technical and Vocational Education and Training (NACVET) in Ghana;

iv) general economic restructuring has been undertaken on realization that no education or training alone can realize employment opportunities without sufficient capacity in the employment sectors. Specific measures including the relaxation of certain restrictive trading regulations; provision of credit facilities to prospective entrepreneurs and the provision of infrastructure to facilitate production and movement of goods and service from and into the rural areas have been taken.

In conclusion, Dr Kerre reiterated that the task of “Designing, developing and effectively implementing a TVE system that will meet the needs of all the stake holders i.e. learners, workers, employers and communities” was enormous and challenging and needed concerted efforts from all concerned.

2.6. Discussion of the Working Document


The chairman, on behalf of the participants congratulated Dr. Kerre for having prepared such a comprehensive synthesis report and for having presented it in such a clear and illuminating manner. He gave the participants the opportunity to discuss the document.

Most participants expressed their appreciation of the comprehensiveness of the synthesis and readily made their contributions mostly underscoring the findings and challenges revealed in the working document and at the same time giving valuable suggestions for inclusion in the final synthesis report.

It was pointed out that delegates from Cte d’Ivoire, Cameroon and Congo had prepared papers to update the situation of TVE in their countries and that the information would be used in the final Synthesis report.. Participants underscored the need to change the public's attitudes toward TVE. They also called on TVE institutions to be more pro active instead of always reacting to technological changes. Emphasis was placed on the importance of selecting competent and vocationally inclined teachers and trainers and improving their terms of service to attract them to TVE.

The training of TVE and TVT trainers was emphasized as critical to the development of TVE and the reduction of specializations in TVE which were said to be too many was called for. For example, it was pointed out that computer science need not be a special subject on its own. It should be modularized and learned by all who need it. TVE should be understood to go beyond repairs. There is a need to involve Universities in TVE. It was admitted that TVE was expensive but added that resources at the national level can be mobilized. Cte d’Ivoire's approach was given as an example.

It was further pointed out that there is a need to define the levels of TVE and design appropriate curricula. There is also a need to attach TVE professionals to industry for experience periodically He did not believe that fresh graduates out of the TVE system would be ready to go into self development. They needed more practical experience before they could start on their own. The informal sector can now be looked upon for most jobs, training and enterpreneurship skills.

The participants stressed the role of higher education in TVE and gave the example of Israel where Universities have closer links with schools and industry. They called on this institution to become more involved in TVE and stressed on the importance of institutional capacity building for TVE. A close link between schools and the informal sector was called for in order to enable students get some practical experience from the sector.

The notion that African do not work hard and the common fear that TVE is expensive were dismissed. What mattered was the priority a nation wishes to have. It was, however, pointed out that Africa's oral traditions also may influence their ability to take practical work more seriously.

A concern was expressed that girls and women do not have good role models in TVE and that efforts should be made to identify and use such role models. Realistic strategies are required such as setting up specialized institutions for girls only may be tried.

The participants called upon African governments to prioritize education by providing the necessary resources to curb the declining enrolments. It was suggested that since most policy makers and planners in TVE in most African countries are not TVE specialists, efforts should be made in such cases to invite them to seminars where roles of education and training can be articulated.

In response to the discussions, Dr. Kerre the presenter of the working document, thanked the participants for their useful comments and assured them that the comments will be incorporated in the final synthesis report. He urgent the participants to take particular note of any information missing or relevant to the synthesis to be submitted to him.

III. National Presentations

3.1. Cameroon

Mrs. Lucy Mbangwana pointed out that Cameroon had been involved in vocational training since 1936 and that the Curriculum had mainly been organized around Commercial and Industrial trades.

Major challenges for TVE were cited as follows:

a) The colonial heritage had traditionally set biases against TVE
b) A rapid population growth of over 3% put pressure on education and training resources
c) The system of education in Cameroon is heavily centralized. It is difficult to take decisions quickly
d) There is a gross lack of school infrastructure particularly for TVE
e) Classes are too crowded to afford any practical lessons.

Some of the more recent innovations include:

· a proposed new structure of education of 6 years basic education, 2 years junior secondary, 5 years senior secondary and 3 years basic university degree.

· Open days to popularize TVE

· Involvement of industry in curriculum development

· The challenge to TVE institution to engage in income generating activities

More recently, there was a National Forum on Education where proposals were made to encourage the development of TVE and career education as well as empowering institutions to raise funds amongst others.

Today Cameroon has a wide range of TVE institutions including polytechnics, institutes of technology in 3 universities and undertakes technician training, 2 years at the University and technical teacher training at ENIATE, ENIET and ENSET (Technical Training Teachers College).

3.2. Congo


Mr. Ndimina, who currently serves as the Chairman of the TVE subcommittee which is a part of the Presidential Committee on Education chaired by the President of Congo, informed the participants that the entire education system is currently under review. He highlighted the challenges as being:

· the introduction of TVE in the first cycle thus sensitizing children to TVE and the world of work
· the reduction in general education institutions and establishing of more TVE institutions
· the strengthening of TVE at the Secondary level
· the need to train more middle level manpower for the nation
· the need to train TVE experts who should take over the planning and management of TVE

Some of the major innovations currently underway include: the review of education to strengthen the TVE component, the creation of Professional Resource Centres and allowing TVE students the opportunity to study up to University level if needed. Nongovernmental organizations are actively involved in TVE by awarding prices to the best innovative TVE students.

3.3. Ce d’Ivoire


Mr. Mary Traore pointed out that 71% of the country's active population is in Agriculture and that the country is currently experiencing a high population rate of about 3.8%. Some of the major challenges facing his country include the following:

a) the need to train TVE managers. Current TVE managers are not from TVE and therefore do not have the vision.

b) TVE institutions still experience barriers with respect to their functions. They need the autonomy and freedom to take up initiatives to respond to changing needs

c) there is a need for flexibility in training programmes. A multiple approach where modules of training are readily available will enable institutions to respond more effectively to the demands of the work place.

Some of the major innovations cited as exemplary include the establishment of the National Development Fund to which employers pay 1.2. % of their wage bill to support training activities, and the training of trainers programme carried out at Institut pagogique national de l'enseignement technique et professionnel (IPNETP)

3.4. Ghana


Ghana's presentation given by Mr. Baiden identified challenges to the development of TVE as being:

· low status still associated with TVE
· lack of sufficient funds and research for TVE programmes
· lack of competent managers and teachers for TVE
· weak linkages between TVE institutions and business and industry

Some of the major innovations undertaken since the major education reforms initiated in 1987 include:

· the diversification of TVE courses at both the junior and Senior secondary level
· the introduction of part-time classes in TVE colleges,
· the institution of a National Policy framework to coordinate TVE in the education system
· the specification of national occupational standards, and
· the government's support of the development of the informal sector.

3.5. Kenya

Mr. P. Okaka, the Director of Training in the Ministry of Research, Technical Training and Technology pointed out that Kenya's challenges to TVE development mainly come from:

· a growing population for which further education and training opportunities continue to diminish,

· a declining economy in which employment opportunities in the formal sector have diminished,

· a growing informal sector (Jua Kali sector) that will demand continuing education, TVE and TVT.

· continued efforts to harmonize TVE and TVT in the nation ,

· the introduction of entrepreneurship education in the TVE curriculum to prepare trainees for self employment

· the government's efforts in collaboration with private enterprises to support the development and growth of the informal sector through exhibitions and trade fairs.

3.6. Senegal


Mr. A. Sane in his presentation observed that TVE is not offered at the primary level in Senegal and that TVE is not diversified giving an example of where the country has no agricultural school yet it is supposed to be mainly dependent in agriculture.

Major challenges cited included:

· the low priority given to TVE especially in the rural areas since all TVE institutions are in urban areas;

· TVE is still inactive and lacks the versatility to adden the needs of business and industry;

· there is no sufficient link between TVE and the informal sector despite the fact that the informal sector is growing.

3.7. Swaziland

Swaziland's delegate, Mr. W. Shongwe pointed out that TVE has received very little support from the government yet it is critical in manpower development for the nation. The major challenges thus include:

a) the need to coordinate the planning and management of TVE. At present TVE is run by several Ministries i.e.

Education	-	TVE in schools
Home Affairs	-	non-formal TVE
Labour	-	apprenticeship

b) the need to orient TVE curriculum and training toward a demand driven system

c) the need to target the informal sector

Government efforts in the area include:

· the planned 16 pilot schools to become prevocational,
· a government plan to introduce entrepreneurship education and
· the planned involvement in the informal sector to promote its growth.

IV. Action Plan for the Development of UNEVOC in Africa


4.1. Justification


The participants in the Regional Symposium for Policy Makers in Technical and Vocational Education in Africa held in Dakar, Senegal at BREDA from August 21st - 24th, 1995 unanimously identified with and supported UNESCO's vision in the launching of UNEVOC, an International Project aimed at supporting and further developing technical and vocational education among member States.

They particularly upheld, as of critical importance, the project's programme areas of emphasis i.e.:

　　A) Systems development in technical and vocational education
　　B) Infrastructure development with a view to strengthening national capacities and
　　C) Promotion of Access to data bases and strengthening documentation for TVE.

The participants further noted with satisfaction, despite prevailing constraints, the activities undertaken by BREDA, UNESCO's Africa Regional Office, since the operationalization of UNEVOC's programmes in 1993.

In support of the UNEVOC International Advisory Committee's recommendations in its third session; that activities in programme areas A, B and C be continued in the second phase in the 1996-1997 period focusing on specific needs at national and regional levels; and in fulfillment of the objectives of the Regional Symposium, the participants developed a Plan of Action aimed at guiding specific UNEVOC activities at the National, sub-regional and regional levels.

4.2. Objectives

The objectives of the Plan of Action are:

a) to guide activities in the development of TVE systems in member States. Specific objectives will include

i) the development of national policy framework for TVE

ii) creation of consultative bodies for the coordination of TVE at the national level

iii) defining of a national strategy or plan of action for the development of TVE

iv) specifying conditions for the appointment of personnel responsible for the planning and administration of TVE

v) specifying appropriate mechanisms for the funding of TVE

b) To develop infrastructures for TVE. This will more specifically deal with:

i) training of personnel: administrators, managers, planners, teachers, institutions for TVE

ii) the development of educational strategies to improve structures , enhance articulation with other educational system

iii) conducting of research to determine diversified needs of hearners, employers and communities to guide TVE programmes

iv) mobilize internal and external resources to support TVE

c) To improve access to data bases and documentation. Specific objectives in this area will include:

i) establishment of UNEVOC Centres at national, sub-regional and regional levels;

ii) assist in the establishment and strengthening of data bases and communication networks through the UNEVOC Centres.

iii) facilitate the conducting of research in TVE and the sharing of such research findings with the UNESCO Secretariat,

iv) promote the exchange and sharing of TVE expertise among UNEVOC members.

4.3. Action Plan Framework for UNEVOC in Africa (1996 - 1997)

The following is an Action Plan framework specifying in more practical terms specific activities recommended to achieve the above objectives. The Plan of Action specifies the outputs, activities to be carried out, levels of action - whether at the national, sub-regional or regional level, principal actors and suggested sources of funding. Given the varying needs of individual member States and the prevailing political, economic and socio-cultural contexts, the plan of action is only a guideline. Member States are encouraged to follow it closely if meaningful progress is to be monitored in the region. They are, however, free to prioritize or place special emphasis on areas they judge need most attention with respect to their individual country needs.

ACTION PLAN FRAMEWORK FOR UNEVOC IN AFRICA
1996 - 1997
Programme A

OUTPUT	ACTIVITIES	ACTION LEVEL
		Nat.	S. Reg	Reg.	Principal Actors	Sources of Finance
1. Technical and Vocational Education department established	i) Hold a national convention to discuss importance of TVE and propose establishment of department in Ministry of education or other relevant ministry ii) Establish TVE department: - Recruit TVE personnel in the Ministry - Provide facilities and resources to department	x			i) TVE professionals ii) Ministry of Educ. or other relevant ministry iii) Office of the President	i) Government ii) UNEVOC
2. TVE Law promulgated	i) Draft legislation on TVE and lobby for enactment ii) Present draft to legislative body for debate and action	x x			i) TVE professionals ii) TVE Department iii) Responsible Ministry	i) Government Ministry responsible for TVE
3. National Council for TVE established	i) Hold a national forum for all stake holders in TVE and propose a National Council for TVE ii) Draft constitution and/or terms of reference for the Council. iii) Constitute council representing stake holders i.e. employers, trade unions, chambers of commerce, TVE institutions, government etc.	x			i) TVE dept. ii) Employers & trade unions iii) Responsible Ministry iv) TVE professionals	i) Government ii) enterprises iii) trade unions
4. Status of TVE enhanced	i) Launch a national education campaign on education and training opportunities available in TVE	x			i) Head of State ii) Minister	i) Government
	ii) Launch a media campaign on the role of TVE and TVT in national development and employment opportunities available in both public and informal sectors	x	x		i) Government ii) enterprises iii) chambers of commerce	i) Government ii) Enterprises
	iii) Involve TVE institutions and students in community development projects	x			i) TVE institutions ii) communities iii) local authorities	i) Government ii) Local authorities iii) Enterprises
	iv) Organize skills Olympics, exhibitions, and open door days for youth in TVE	x	x	x	i) TVE institutions ii) students iii) UNEVOC	i) Government ii) enterprises iii) UNEVOC
	v) Organize conferences, workshops for Policy makers, TVE professionals	x	x	x	i) TVE institutions ii) UNEVOC iii) Government	From all concerned
5. Terms and conditions of service of TVE personnel enhanced	i) Provide an attractive scheme of service for all TVE personnel in institutions	X			i) Government	Government
	ii) Improve the wages and work environment of artisans, craftsmen, and technicians in the labour market	X			i) Enterprises ii) Trade unions iii) Government	All employers
	iii) Involve TVE personnel in policy formulation, planning, development and implementation of TVE programmes at all levels	X	X	X	i) Government ii) TVE institutions iii) TVE professionals iv) UNEVOC	i) Government ii) TVE department iii) UNEVOC
6. Continuing education and training in place	i) TVE institutions Co open doors for continuing education and training	X			TVE institutions	i) TVE institutions ii) Employers
	ii) TVE institutions to design and provide flexible education and training programmes in modules	X			i) TVE institutions ii) UNEVOC iii) Employers	i) TVE institutions ii) UNEVOC iii) Employers
	iii) Employers to release and sponsor their employees in TVE programmes	X
	iv) Individuals be encouraged to attend courses to enhance their career development	X			Individuals	i) Individuals ii) Trade unions
7. Close links between institutions and enterprises	i) Launch a national educational campaign on the importance of links between TVE institutions and enterprises	X			i) Ministry ii) Enterprises	Government
	ii) Involve enterprises in the planning, development and evaluation of TVE programmes				i) Ministry ii) Enterprises	Government
	iii) Create mechanisms for attachment of both students and teachers to enterprises for practical experience				i) Ministry ii) Enterprises	Government
	iv) Support cooperation in Research and Development activities between higher level TVE institutions and enterprises	X	X	X	i) TVE institutions ii) Enterprises iii) UNEVOC	Government Enterprises UNEVOC
	v) Give support to TVE graduates who have ventured into the informal sector	X			i) TVE entrepreneurs ii) Financial iii) Institutions	Financial institutions
	vi) Give support to the development and growth of the informal sector to increase employment opportunities	X			i) Government ii) Business & Indust	i) Govt ii) Financial Institutions
8. Industrial Training Fund Established	i) Commission a national body composing of all stake holders to look into the modalities of establishing an industrial training fund	X			i) National council for TVE	Government
	ii) Prepare a draft proposal on the training fund for consideration and enactment	X
9. Access of girls and women to TVE enhanced	i) Organize national campaign on the importance of girls and women's participation in TVE	X			TVE Dept. UNEVOC	i) Government ii) UNEVOC
	ii) Promote women TVE professional to senior positions and use them as role models to encourage more participation by girls and women	X	X	X	i) Government ii) TVE institutions	i) Government
	iii) Give scholarships and grants to deserving girls and women in TVE	X			i) Government ii) Enterprises	i) Government ii) Enterprises
	iv) Encourage more girls at the primary and secondary school level to take mathematics, the sciences and TVE subjects as a foundation for future careers in technical fields	X			i) Ministry of Educ. ii) Government	i) Government
	v) Promote the recruitment of women in technical occupations in enterprises in formal sector and government departments	X	X		i) Government ii) Enterprises	i) Government ii) Enterprises

ACTION PLAN PROGRAMME FOR UNEVOC IN AFRICA
1996 -1997
Programme Area B

OUTPUT	ACTIVITIES	ACTION LEVEL			PRINCIPAL ACTION	SOURCES OF FINANCE
		Nat.	S. Reg.	Reg
i. Trained personnel in TVE a) Trainers b) Teachers c) Administrators d) Planners e) Curriculum development	i) Carry out a national survey to determine the training need of various categories of trainers ii) Establish a skills profile for existing enterprises and develop strategies for meeting training needs. iii) Provide training for TVE personnel on, planning, curriculum, adm. teaching and learning methods iv) Constantly review TVE curriculum to harmonize with changes				Government Ministry UNEVOC	Government UNEVOC
2. Technical and Vocational educ. Structures in place	i) Analyze availability of human resources in TVE to sustain TVE programmes	X			Government Ministry TVE Institutions	Government UNEVOC
	ii) Create and reinforce TVE structures within the school system	X
	iii) Develop and maintain labour market information systems	X	X
3. TVE Curriculum available	i) Design and produce teaching and learning materials for TVE ii) Develop & implement training programmes for maintenance of school equipment and infrastructure iii) Put in place flexible tuition programmes to permit linkages at various levels of training iv) Develop short courses to respond to changes in technology v) Develop and implement entrepreneurship courses in the school curriculum	X	X	X	i) Research centres ii) Africa TVE specialists iii) TVE institutions iv) Teacher educ. departments	i) Government ii) enterprises iii) UNEVOC

ACTION PLAN PROGRAMME FOR UNEVOC IN AFRICA
1996 -1997
Programme Area C

OUTPUT	ACTIVITIES	ACTION LEVEL			PRINCIPAL ACTION	SOURCES OF FINANCE
		Nat.	S. Reg.	Reg
1. UNEVOC Centres established at national and sub-reg. levels	i) Establish at least two UNEVOC centres in each member State	X			i) Member States ii) UNEVOC	Member States
	ii) Establish six sub-reg. centres in Africa as follows: Western - C魌e d'Ivoire and Nigeria Central - Zaire, Eastern - Kenya, Southern -Zimbabwe, Indian Ocean Islands - Madagascar	X			i) Member States ii) UNEVOC	i) UNEVOC ii) Member States
2. Communication channels and Data Bases established in UNEVOC Centres	i) Equip National Centres and sub-regional centres with fax, telex, e-mail and internet	X	X		UNEVOC	UNEVOC
	ii) Establish data base on TVE in the UNEVOC centres such data to include: Publications, library resources, case studies etc.	X	X		Member States UNEVOC	Governments
	iii) Strengthen BREDA'S capacity as a Regional UNEVOC coordinating centre			X	UNESCO	UNESCO
3. South-South Cooperation enhanced	i) Organize sub-regional and regional meeting for TVE experts to meet and share new developments in TVE		X	X	UNEVOC Member States	Member States UNESCO
	ii) Facilitate mutual exchange and technical assistance among member States through: UNESCO chairs in universities and consultancies for Africa TVE experts	X	X	X	UNEVOC Member States	UNESCO

V. Closing Session


During the closing session the Chairman, Mr. Fall (Senegal) read the draft symposium report and requested participants to comment on it before its adoption. The draft final report and working document were adopted with amendments.

Mr. Mary Traore (Ce d'Ivoire) speaking on behalf of the participants gave a vote of thanks to UNESCO-BREDA for organizing and hosting this important meeting and looked forward to tangible results from the Plan of Action prepared.

The meeting was finally closed by Mr. De Bosch Kemper (Chief FPC) who on behalf of the Director, BREDA thanked the participants for their keen interest and contribution which resulted in a very successful symposium. He assured the participants that BREDA will do its best to ensure that the Action Plan is carried out.

Appendices

Agenda

REGIONAL SYMPOSIUM OF POLICY MAKERS IN TECHNICAL AND VOCATIONAL EDUCATION IN AFRICA

DAKAR, (BREDA) 21-24 AUGUST 1995

1. Registration of Participants

2. Official Opening

3. Election of Officers and discussion of the work programme/modalities for the Symposium

4. Presentation of the working document (The Synthesis of National Case Studies on Technical and Vocational Education)

5. National Presentations (contributions) on The Status of Technical and Vocational Education

6. Discussion and Preparation of Guidelines for an Action Plan for the Development of UNEVOC in Africa.

7. Drafting of the final report

8. Consideration and adoption of Draft Final Report

9. Closing Session

Work Schedule

REGIONAL SYMPOSIUM ON TECHNICAL AND VOCATIONAL EDUCATION IN AFRICA
DAKAR (BREDA) 21 - 24 AUGUST 1995

TIME	MONDAY	TUESDAY	WEDNESDAY	THURSDAY
8h- 9h.	Registration
9h - 10h30	Official Opening Election of Officers	National Contributions from Participants	Action PI an on UNEVOC	Drafting of Final Report
10h30 - 10h45	Coffee Break	Coffee Break	Coffee Break	Coffee Break
10h45 - 12h30	Presentation of the Working Document	National Contributions (Continued)	Action Plan on UNEVOC	Drafting of Final Report
12h30 -14h30	LUNCH	LUNCH	LUNCH	LUNCH
14h30 - 15h45	Presentation of Working Document (continued)	National Contributions Continued	Action Plan on UNEVOC	Adopting of Report
15h45 - 16h00	Coffee Break	Coffee Break	Coffee Break	Coffee Break
16h00 - 17h00	Discussion of Working Document	Synthesis of National Contributions	Synthesis of Action Plan on UNEVOC	Adoption of Report Official Closing

List of Participants/Liste des participants

SYMPOSIUM REGIONAL DES DECIDEURS DANS LE DOMAINE DE L'ENSEIGNEMENT TECHNIQUE ET PROFESSIONNEL

Dakar, 21 - 24 Ao1995

CAMEROUN

Mrs. MBANGWANA Lucy
Directeur adjoint de l'enseignement technique et professionnel
DETP-MINEDUC
B.P. 1600,
YAOUNDE
Tel: (237) 22 34 14 (B), 31 73 72 (D)

COTE D'IVOIRE

M. TRAORE Mary
Directeur du Centre Sup閞ieur de formation des formateurs (CSFF) de l'Institut P閐agogique National de l'Enseignement Technique et professionnel
08 B.P. 2098
ABIDJAN 08
T蒐. 44.67.69, 44 90 35 FAX: 225.44.58.37

CONGO

M. NDIMINA Gilbert
Inspecteur de l'enseignement technique et professionnel
Minist鑢e de l'Education Nationale/CRESEC
T閘: 83 04 71 poste 3003
Brazzaville

GHANA

Mr. BAIDEN F.A.
Deputy Director
Technical and Vocational Education
Ghana Education Service
P.O. Box M. 52
Accra
Tel: 66 67 25

KENYA

Mr. OKAKA, Peter
Director of Technical Training
P.O. Box 60209
Nairobi
Tel: 33 47 20

SWAZILAND

Mr. SHONGWE, William S.A.
Principal, Swaziland College of Technology
P.O. Box 69
Mbabane

SENEGAL

M. FALL Mahoumi
Directeur de la Planification et de la Rorme de l'Education
B.P. 4025
T: 21 07 62 Fax: 21 89 30
Dakar

M. SANE Ansounana
Directeur National Blocs Scientifiques et Technique
T: 22 49 36

M. THIAM Cheikh
Directeur Institut de Formation aux Techniques d'Entreprises et de Communication (IFTEC)
B.P. 7579 T: 22 80 33
Dakar

BREDA

- M. PAI OBANYA
Directeur, BREDA
B.P. 3311
Tl: 23 50 82 Fax: 23 83 93
Dakar

- M. DE BOSCH KEMPER
Chef FPC

- M. T.G. KWENDE
Spialiste du Programme DHE/STE

- M. D. BOMBOTE
Spialiste Programme OPI

- Dr. B.W. KERRE
Consultant, BREDA

- Dr. N.C. NWABOKU
BREDA

List of Documents

REGIONAL SYMPOSIUM ON TECHNICAL AND VOCATION EDUCATION IN AFRICA
DAKAR (BREDA) 21 - 24 AUGUST 1995

1. Agenda
2. Workplan
3. List of Participants
4. Working document
5. Guidelines for the development of UNEVOC In Africa
6. UNEVOC Convention on Technical and Vocational Education
7. UNEVOC INFO N° 1, N° 2 and N° 3.
8. Final Report of the Second Session of the International Advisory Committee.