Competency-Based Approach to Technical and Vocational Education and Training in Africa. Country Report: Rwanda

Institution	United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP); Institut de la Francophonie pour l’éducation et la formation (IFEF) (Africa)
Titel	Competency-Based Approach to Technical and Vocational Education and Training in Africa. Country Report: Rwanda
Quelle	(2020), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Vocational Education; Foreign Countries; Program Implementation; Barriers; Economic Development; Program Effectiveness; Educational History; Labor Needs; Job Training; Apprenticeships; Educational Policy; Partnerships in Education; School Business Relationship; Sustainability; Labor Market; Financial Support; Resources; Private Sector; Public Sector; Governance; Government Role; Trainers; Secondary Education; Postsecondary Education; Certification; Rwanda + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Ausland; Wirtschaftsentwicklung; History of education; Bildungsgeschichte; Labour needs; Arbeitskräftebedarf; Berufsqualifizierender Bildungsgang; Apprenticeship; Lehre; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Nachhaltigkeit; Labour market; Arbeitsmarkt; Finanzielle Förderung; Betriebsmittel; Hilfsmittel; Privater Sektor; Öffentlicher Sektor; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ausbildungslehrer; Trainer; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Abschlusszeugnis; Zertifizierung; Ruanda
Abstract	The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT sustainable. Therefore, they launched a joint study on the CBT contextualisation and adaptation in seven African countries, Benin, Morocco, Rwanda and Senegal, and three non-francophone countries -- Ethiopia, Ghana and South Africa. The study includes non-francophone African countries that apply a modular CBT model. The aim of the study is, firstly, to identify good practices and explore how these practices can be used in other contexts/countries to enhance the performance of the CBT in their technical and vocational education and training (TVET) systems and, secondly, to identify the difficulties encountered in introducing and/or sustaining the CBT implementation. Particular attention was devoted to identifying positive or negative tipping points that characterised the implementation of the CBT, in order to take stock of the lessons learned. Based on the findings of the analysis of the CBT implementation in the seven countries, the study makes recommendations on how best to adapt the CBT to the specific contexts of African countries. This report focuses on Rwanda's progress in CBT implementation approach and adaptation. [For "Competency-Based Approach to Technical and Vocational Education and Training in Africa. Study Based on Seven African Countries: Benin, Ethiopia, Ghana, Morocco, Rwanda, Senegal, and South Africa. Synthesis Report," see ED617235.] (ERIC).
Anmerkungen	UNESCO International Institute for Educational Planning. 7-9, rue Eugène Delacroix, 75116 Paris, France. Tel: +33-0-1-45-03-77-00; Fax: +33-00-1-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.iiep.unesco.org/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01