04/18/23

Population Growth and Young Peoples’ Needs

By

Ogunyinka, Emmanuel Kayode

PhD scholar, Graduate School, College of Education, Central China Normal University

Teacher-in-Charge: Dr (Ms.) Xiong, Chun

Content in FocusPreamble

Introduction

Figure 1

Table 1

Figure 2

Historical Perspectives

Table 2

The Expected

Filling the Gap04/18/23 2

Figure 3

Table 3

Figure 4

Need for Skilled Man Power

Engaging with Development Challenges

What should HEIs Provide?

Higher Education and Business/Industry

The Role of the Private Sector

Funding Provisions

Conclusion04/18/23 3

Preamble

This paper focuses on re-thinking African education system

through annexation of technical and vocational education

training (TVET) and higher education institutions (HEIs):

Human Capital Development Perspective. According to Thin,

Neil (2006:1) argues that in some cases the prioritization of

primary education has meant “shifting both donor and

government funds away from other levels of education’ and that

this has led to a failure to invest in the expansion of secondary

education in particular”. Let alone TVET & higher education,

according to our premonition about the UPE.04/18/23 4

IntroductionThe challenges facing many African nations today are slow

economic development, prevalence of poverty, diseases and

ignorance. The continent is also searching for how best to

engage the teeming population of youth in technical and

vocational skills, an effort which many scholars (Gazi, 2008;

Omoifo, 2000; Psacharopolous, 1985; Yamada, 2001) agree is

a panacea for many of the ills plaguing the region.

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It has been stated by many (Ogbu, 2004; Oloruntegbe, 2009) that natural

resources is no longer a source of wealth but science and technology. There is

abundant evidence that the material well being of the world in the last 20 years

was driven by science and technology.

A number of countries like Japan, Korea, China, Singapore and Thailand have

significantly progressed recently through the use of their skilled human

resources.

Like these countries, if the resource endowment in Africa can be properly utilized

and channeled, it can create a means of achieving strong science and

technological base with a resultant sound economic development in the long run.

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Figure 1. Enrolment into higher including vocational and technological education in some parts of the world. Source: Adapted from Bloom et al. (2006) Higher Education in Africa and Oloruntegbe et al. (2010) rethinking development and sustainability of African economy. Tertiary Gross Enrolment Ratio, Sub-Saharan Africa falls behind. SSA= Sub –Saharan Africa; E Asia & Pac= East. Asia and Pacific; S Asia= South Asia; Euro & C Asia=Europe and central Asia; L Am & Car=Latin America and Caribbean; M East & N Af=Middle East and North Africa.

SSA E Asia S Asia Eur & L Am & M East High & Pac C Asia Car & N Af Inc

1998/99

2003/04

2007/08

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Historical PerspectivesMost African nations got independence from their colonial

masters at different times but at about the middle of last century,

Ghana in 1957, Nigeria 1960, Cote d Voire 1960, Zimbabwe 1980.

In mid-2008, the population of the continent was estimated at

967 million, with about 400 million (42 percent) below age 15.

This youthful population age structure provides momentum for

continued growth. On the other hand, 39% were found to fall in

the age-group of 15 - 39 years and, therefore, constituting the

immediate clientele for the TVE system.

With an annual growth rate of about 2.4 percent

(high of 2.8 in Middle Africa and low of 0.8 in

Southern Africa), the continent is projected to

reach 1.9 billion by 2050.

Africa is projected to account for 21 percent of

world population by 2050, up from just 9 percent

in 1950 (UN Population Division, World

Population Prospects and the 2006 Version).04/18/23 11

The ExpectedOne does not have to be a rocket scientist to

understand that a great economy and a great

educational system go hand in hand (Arora, 2000).

With globalization lurking around in every sphere of

human endeavor, we are expected to meet the

international standard of living and doing things.

To get it done, urgent attention must be paid to

the followings: focusing on career-based

vocational and technical education, responding

to dynamic changes and challenges impacting

on information and communication technology

and creating opportunities for school leavers

and adult learners to acquire skills, knowledge

and values for lifelong learning in a global

economy. 04/18/23 13

Filling the GapThe level of unemployment worldwide calls for concern. Many

are of the opinion that the jobs are not there. In reality there are

jobs but only that majority of the applicants are unemployable.

The situation in UK

Of late Sergeant (2010) sounded an alarm that eight millions

adult in United Kingdom alone are “economically inactive” and

that the schools are churning out unemployable graduates.

Different models and programs could be fashioned out

depending on the economic needs and job requirements.

One of such models (Figure 3.) considers a provision for a

short term and as well as a long term vocational and

technological training programs anchored on varying degrees

of theoretical and practical academic contents.

The proposal on Table 2 shows varied academic contents of

different academic programs.

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Table2. Proposed varied academic contents of different vocational and technological programs.

The model on Figure 4 spells out the type of learning

environment appropriate for achieving global market economy.

Typified in the model are ‘Hands-on’, ‘Minds-on’ and ‘Hearts-

on’ paradigms representing respectively a system of practice-

oriented curriculum, process-oriented curriculum and holistic

student development.

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Need for Skilled ManpowerAll the indicators show that there is an acute shortage of appropriately trained

manpower in Africa and this could hamper its economic and social development

at this crucial stage when the continent has emerged from a long period of

turmoil and economic stagnation.

The current tertiary enrolment in Africa (around 7%) is by far the lowest in any

other world region.

Africa has the world’s youngest population, which is expected to increase, and

nearly 60% of its unemployed are aged between 15 and 24, a significant number

of whom are graduates.

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Engaging with Development Challenges

HEIs in Africa have a responsibility to ensure that students are

sensitized to the continent’s myriad development challenges,

and that graduates not only find meaningful employment

according to their skills, but are also equipped to create an

informed and engaged citizenry, one that promotes sustainable

development, multicultural understanding, tolerance and peace.

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What should HEIs Provide?

Institutions must be responsive to labour

market demands and provide the

necessary competencies and skills to their

students.

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Higher Education and Business/IndustryLinks between universities and business/industry can be enormously helpful in facilitating graduate employability, although the industrial sector in most African countries is not fully developed.

There is an urgent need in Africa to ensure more value-added to the resources and also to develop the manufacturing sector which will create employment.

First, advice on the curricula from representatives of business and industry can help make educational programs more relevant to the needs of the sector.

Second, businesses and industry can provide work experience opportunities to students.

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The Role of the Private SectorWith public HEIs unable to cope with the huge demand for

higher education in Africa, private HEIs have an important role

to play.

Currently, the number of private HEIs already exceeds the

number of public ones in Africa, although their student

enrolment is lower.

Private institutions tend to run programs that are relevant to

labour market needs, but the quality of their programs often

leaves much to be desired and their graduates often experience

difficulty in finding employment.

If private HEIs are to play a role in complementing and

supplementing public higher education, it must be ensured

that their educational provision is of quality.

The private sector can also contribute by providing

company-based training to new graduates to enhance

their business skills and provide them with valuable work

experience

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Funding ProvisionsPutting in place quality assurance systems requires funding

and this is clearly the responsibility of governments.

Many African countries have successfully introduced cost-

sharing measures by charging student tuition fees, but this

remains a contentious issue in many other countries.

One positive aspect of cost-sharing is that students

insist on getting ‘value for money’ from their education.

This will drive public HEIs to ensure the quality and

relevance of their educational provision. 04/18/23 25

ConclusionIn the post-2015 development agenda for Africa,

there needs to be a balance between concern for

sustainable development and compulsion for

growth. Sustained growth in Africa can only take

place through an increase in the provision of

skilled manpower, but it must be ensured that this

manpower is productively employed.

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Selected ReferencesDeborah Johnson (2010). Shooting for the wrong target? A Reassessment of the

International Education Goals for Sub-Sahara Africa. School of Oriental and African Studies, London School of Economics, pg. 95-116.

Goolam Mohamedbhai (2013). Transforming African Higher Education for Graduate Employability. Association of African Universities.

 

Oloruntegbe K.O, Akinsete A.M, Ayeni E.O, Odutuyi M.O, (2010). Rethinking Developmeent and Sustainability of African Economy: The Roles of Science Education. African J. of Business Management, 4(6): 1202-1214.

Sergeant H (2010). Schools are Churning out the Unemployable. The Sunday Times.

Thin, Neil (2006): “Beyond Basic Education: How Post-basic Learning can Make Education Sustainable and Valuable. Lessons from Sub-Saharan Africa and India”, PBET Policy Brief No.1, Center of African Studies, University of Edinburgh, Edinburgh, February.

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Thank you for your kind attention!

Questions & suggestions04/18/23 28

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