1 / 27

EAST AFRICAN COMMUNITY

EAST AFRICAN COMMUNITY. Regional Higher Education Qualifications Gaps Situational Composite Study. General Introduction. Expectations of the Study. Establish the qualification gaps currently existing in the region’s higher education system versus the region’s human resources needs

becky
Download Presentation

EAST AFRICAN COMMUNITY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EAST AFRICAN COMMUNITY Regional Higher Education Qualifications Gaps Situational Composite Study

  2. General Introduction

  3. Expectations of the Study • Establish the qualification gaps currently existing in the region’s higher education system versus the region’s human resources needs • Built consensus and common understanding of the EAQFHE to be developed • Developed EAQFHE

  4. Skills Gap Defined • A significant gap between an organization’s current capabilities and the skills it needs to achieve its goals. It is the point at which an organization can no longer grow or remain competitive because it cannot fill critical jobs with employees who have the right knowledge, skills, and abilities.

  5. Situation • Informal sector is providing 80% of all new jobs in the EAC region • Burundi by 2025 will have 0.5 million vacant jobs which it will not be able to fill not because of qualifications but lack of talent • Kenya has a labor force of 31.5 million of whom 2.3m are in modern sector and 10.5m in the informal sector • Rwanda has tied its HE to the EDPRS and estimates that by 2018 it requires 484PhDs, 1809 Masters, 1,260 Bachelors, 15000 international certificates, 102 short-term training, 30 000 artisans and 50,000 TVETS • Tanzania worries more about soft skills. But by 2025 two times as many jobs requiring university education will exist as compared to jobs for those with a high school education or less. • At EAC level more middle level workers will be required between now and 2032. Over 80% of enterprises of the fastest growing and high-wage jobs will require at least 2-year university education, 93% of jobs in areas of science, technology, engineering and mathematics occupations will require post-secondary education

  6. Areas of skills gaps

  7. Status of some Professional Groups

  8. Education Structure

  9. Higher Education Infrastructure

  10. Higher Education Student Enrolment

  11. Programmes • Programmes offered and why • What the business and employers seek

  12. Programmes Offered • 4,700 HE programmes (54%, in Universities of which 34% Diploma, 35% Bachelors, 21% masters, and 6% PhD) • 88.9% Accredited • Day programs 55%, Evening 25%, Weekend 12% and long-distance 2.8% • Lowest number of running programmes 1 • Highest number of running programs 610

  13. Observed • To fill the financial gap • Students are not assessed on entry • Increased mobility of students not adequately used in enriching programmes • Inter-disciplinary and inter-sectoral working and linkages rarely considered during program development • EAC lagging behind in science and mathematics

  14. Quality of Mathematics and Science Education in EAC 2011-2013

  15. A Common Higher Education Area • Why integration? • What challenges, threats and opportunities does integration bring? • What is the role of Higher Education in smoothing the process? • Why a common education area?

  16. HE Quality Assurance – under construction The existing elements of the Academic Infrastructure put back together in a different order Some completely new chapters e.g. student engagement Review and editing of the whole for consistency and to reduce duplication Some reworking to cover topics in a more appropriate way

  17. Challenges to QA

  18. Development and Implementation of NQF • What is it? • Why are Nations keen on QF? • What is the status? • What have been the development Experiences? • Why should we embrace QF?

  19. What is it? • An organizational transformation instrument, requiring a shift in user mind-sets and behaviors towards human capital development by recognizing, embracing and applying high-impact inclusive teaching and development practices geared towards effective and efficient application of national resources for common good and national competitiveness.

  20. Why are Nations Keen?

  21. QF Status in the Five Partner States

  22. What have been the development experiences? • Political will and commitment • Policy priorities and sequencing of policies • QFs are instruments for institutional capability not substitutes • Be introduced and implemented incrementally • Should be driven and owned by primary stakeholders • Run through the institution

  23. 1967 Arusha Conference Declaration • Bologna Process • Academic • Technology advances • Aims of Framework

  24. Potential for Regional Qualifications Framework

  25. QF an Education Reform Instrument

  26. What is required for it to work? • Education Policy • Legal and regulatory framework • Progressing quality assurance system • An active business and employment sector • Political Will and Commitment to Action

  27. CONCLUSIONS • Higher education policy • Higher education strategy • Higher education legislation framework • Common higher education area • Central authority for certification of HEI

More Related