Comparing Financing Models for Vocational Education and Training in Botswana, South Africa, and Zimbabwe

2020 ◽  
pp. 56-79
Author(s):  
Jerald Hondonga ◽  
Sylvia Manto Ramaligela
Keyword(s):  
Public Funding ◽  
Vocational Education And Training ◽  
Academic Education ◽  
Donor Funding ◽  
Funding Sources ◽  
Adequate Funding ◽  
Skilled Manpower ◽  
Effective Development ◽  
Lack Of Commitment ◽  
And Training

Funding for vocational skills development is important for effective development of graduate competencies. A comparison of literature on funding models in Botswana, SA, and Zimbabwe reveals common models with alternatives augmenting predominant systems. Funding in the three countries is predominantly through public funding and levy-grant system. Other funding sources include income generating activities, corporate and donor funding, fees from students and student grant-loan schemes. Some challenges in TVET funding include fragmented financing systems, general high cost of financing TVET, lack of commitment by stakeholders, poor image of TVET against academic education, inadequate public budgetary allocations by most governments, lack of research and feedback to TVET planners from labour market to allow planning and adjusting funding models for future skilled manpower requirements. There is need to have adequate funding to ensure that graduates fully gain the necessary competencies.

scholarly journals Vocational education, transitions, marginalisation and social justice in the Nordic countries: Reflections on the special issue

2019 ◽  
Vol 18 (3) ◽  
pp. 376-384 ◽  
Author(s):  
James Avis
Keyword(s):  
Social Justice ◽  
Vocational Education ◽  
Education And Training ◽  
Nordic Countries ◽  
Vocational Education And Training ◽  
Academic Education ◽  
Special Issue ◽  
Just Society ◽  
The Impact ◽  
And Training

This paper engages with and reflects on the arguments developed by contributors to the special issue. These papers serve to provide a corrective to English and, on occasion, European perceptions, which often view the Nordic countries as being all of a piece and beacons of progressivism. The contributors provide analyses that not only point to the impact of neo-liberalism upon vocational education and training but also the different ways in which it is delivered across the Nordic countries. They alert us to vocational education and training’s complexity and varied forms. Nevertheless, it appears there are a set of repertoires that can be mobilised to address the relationship between vocational education and training and youth transitions to work and vocational study, which seem to circulate across time and place. The circulation of these models suggests they fail to address the deeper issues facing vocational education and training, namely the relation of it in particular and ‘academic’ education in general to capitalism, and, importantly, the salience of these processes in the current conjuncture. These relations raise questions about the reproduction of class relations and the specificity of the socio-economic contexts. This leads to a consideration of notions of social justice and an interrogation of vocational education and training with this particular question in mind. An important issue that needs to be explored is the way in which the curriculum opens up or closes down access to powerful knowledge. Whilst education, in Bernstein’s words, ‘cannot compensate for society’, can it nevertheless be a resource in the transformative struggle for a just society?

scholarly journals Dynamics of International Giving: How Heuristics Shape Individual Donor Preferences

2020 ◽  
pp. 089976402097104
Author(s):  
Suparna Chaudhry ◽  
Andrew Heiss
Keyword(s):  
Negative Impact ◽  
Public Funding ◽  
Organizational Level ◽  
Survey Experiment ◽  
Donor Funding ◽  
Organizational Attributes ◽  
Funding Sources ◽  
Willingness To Donate ◽  
State Restrictions ◽  
Individual Donor

State restrictions on nongovernmental organizations (NGOs) have become increasingly pervasive across the globe. Although this crackdown has been shown to have a negative impact on public funding flows, we know little about how it affects private philanthropy. How does information about crackdown abroad, as well as organizational attributes of nonprofits, affect individual donors’ willingness to donate internationally? Using a survey experiment, we find that learning about repressive NGO environments increases generosity in that already-likely donors are willing to donate substantially more to legally besieged nonprofits. This generosity persists when mediated by two organizational-level heuristics: NGO issue areas and main funding sources. We discuss the implications of our results on how nonprofits can use different framing appeals to increase fundraising at a time when traditional public donor funding to such organizations is decreasing.

Placing greater emphasis on vocational education in Kenya

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Gloria E Erima
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
World Bank ◽  
Public Funding ◽  
Vocational Education And Training ◽  
The World Bank ◽  
Critical Skills ◽  
The Government ◽  
Ssa Countries ◽  
And Training

Kenya, like other countries in the Sub Sahara Africa (SSA), Technical, vocational education, and training (TVET) is believed to be an obvious remedy to youth employment across the region. As we view TVET in this way, the perception in many if not all the countries across SSA is that TVET is a salvation for the intellectually incapable or those with less or no aspiration for better paying jobs. For the elite and middle class, TVET is in reality not for their children, as it seems almost ‘useless’. Interestingly, even with such perceptions, Kenya and other SSA countries have continued to ‘embrace’ TVET in their education systems but with little investment towards those TVET programmes. In 2018, there was a shift in policy in Kenya with TVET receiving more attention, and as a result attracting a larger budget allocation. The government slashed fees for students in technical and vocational education institutions, and raised public funding in its latest bid to grow the critical skills base needed to achieve the country’s economic ambitions. To support this policy, the government agreed to give an annual bursary of US$300 for every student who joins the technical institutions (University World News, 2018). The students will access the funding through the Higher Education Loans Board (HELB), the agency that disburses loans to university students on behalf of the government. This policy comes as a result of the World bank warning regarding a widening disconnect between labour market skills needs and the graduates of higher education institutions. This paper provides an overview of the state of TVET in Kenya, challenges and possible recommendations to support the new TVET reforms towards making it more attractive for learners in Kenya.

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