1. eLearning Africa 2008
May 2008
Accra
Quality and Outreach of TVET:
A Case Study from
Zambia
Gabriel S. Konayuma, BA Ed., MBA
Ministry of Science, Technology &
Vocational Training, Zambia.

2. Snapshot of TVET in Zambia
 The lead ministry in TEVET is the
Ministry of Science, Technology &
Vocational Training
 TEVET enrolls a total of 30,000
trainees annually.
 In the TEVET sector distance learning
is not well developed.
 Currently approx. 2% of registered
institutions offer distance learning.
Quality & Outreach of TVET: Zambia Case 2
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3. Definitions of Quality, Outreach &
TVET
 Quality is defined as “fitness for purpose” (Harvey,
1997). Also defined as “fulfillment of requirements”.
 Outreach defined as access to training
 TVET: comprehensive term referring to those
aspects of the educational process involving the
study of technologies and related sciences, and
the acquisition of practical skills, attitudes,
understanding and knowledge relating to
occupations in various sectors of economic and
social life (UNESCO, 2001:1-2).
Quality & Outreach of TVET: Zambia Case 3
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4. Quality Assurance Systems in
TVET
 Inspections to assess the quality in
management systems, infrastructure,
curriculum development are conducted by
TEVETA. TEVETA is a regulatory body for
TEVT providers.
 Grading of TEVT institutions is done after
inspections are done. Grades are from 1 to 3.
 Institutions not meeting minimum standards
are de-registered and asked to attend to the
highlighted areas in a given period.
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5. Challenges to issues of Quality
 Institutions not registering with TEVETA thus offering
poor quality training to unsuspecting trainees.
 Having poor management systems, lowly
qualified staff and poor infrastructure and
equipment.
 Having different concepts of quality
 Legal framework that needs strengthening for
non-complying institutions to be dealt with
appropriately.
 Institutions not taking personal responsibility for
quality assurance.
Quality & Outreach of TVET: Zambia Case 5
Study [Konayuma]

6. Best Practices
 Some institutions have made notable
efforts in offering accessible and quality
training e.g. 49% of registered
institutions are in Grades 1 & 2 (having
good management systems, equipment
and qualified staff).
Quality & Outreach of TVET: Zambia Case 6
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7. Examples of Outreach in
Zambia
 TVTC is offering distance
learning to 1000 learners
 ZACODE is also offering
distance learning to 1000
learners.
Quality & Outreach of TVET: Zambia Case 7
Study [Konayuma]

8. Challenges
 Low and poor use of ICT in
Quality Assurance & distance
learning
 Poor staffing levels and lack of
adequately qualified staff
Quality & Outreach of TVET: Zambia Case 8
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9. Best Practices
 TVTC offers 24 hours support to distance
learners telephonically and by email.
 TVTC blends face to face learning with
distance learning.
 e-learning in Radiography by Evelyn Hone
College
 Short courses tailored for industry (NORTEC,
NIEC, ZIBC and Evelyn Hone).
Quality & Outreach of TVET: Zambia Case 9
Study [Konayuma]

10. Recommendations for Enhancing
Quality & Outreach in TVET
 Networking among TVET providers locally and
internationally
 Benchmarking against best practices
 Aggressively developing and introducing distance
and e-learning
 Investing in ICT for distance learning and e-learning
 Developing Qualification Frameworks to enhance
quality of assessment & certification.
 Strengthening partnerships among industry,
employers, professional bodies, local communities
and the government.
Quality & Outreach of TVET: Zambia Case 10
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11. Why Quality Assurance?
 The education system – and the TVET system, as part of it – is developed in ways that allow enough
flexibility for the individual to move from one educational strand to another (“articulation”);
 There is coordination among the Ministries involved with TVET, Standards are set in order to guarantee a
minimum quality for every aspect of TVET;
 Quality is monitored both at the institutional level and among the teaching and training staff;
 Curricula are in line with the requirements of the labour market;
 Training institutions interact closely with the world of work;
 The learner benefits from sufficient practical and theoretical elements throughout the training;
 Teaching and training staff are well-qualified, knowledgeable about the world of work, and available in
sufficient numbers;
 Facilities correspond with latest requirements and technologies, are well-maintained and available in
sufficient numbers;
 The delivery methods allow for a maximum learning effect;
 Vocational guidance is available from the beginning of the learner’s training (the right choice of
programme), during the training (learning matters, personal problems, financial difficulties, etc.), and at
the end of the training (finding employment). (UNSESCO, 2005:1).
Quality & Outreach of TVET: Zambia Case 11
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12. Conclusion
Example of Outreach of TVET in Zambia: Women Gemstone Miners after training
Quality & Outreach of TVET: Zambia Case 12
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