The research report aims to assess the employability of youth in The Gambia within the context of Technical and Vocational Education and Training (TVET) across five TVET delivering institutions.
The primary objectives include evaluating the alignment of TVET curricula with job market demands, assessing the quality of TVET programs, identifying challenges related to youth employability, and proposing recommendations for enhancing TVET programs.
They also include a thorough review of relevant documents such as the Tertiary and Higher Education Act 2016, The Gambia TVET Road Map (2020 – 2024), and The Gambia TVET Policy (2021 – 2030).
The Continental Education Strategy for Africa (2016 – 2025) and Sustainable Development Goals (SDGs 4 and 8) revealed gaps in the recognition of TVET institutions' roles and responsibilities in facilitating apprenticeships for students, as well as inconsistencies between the legal framework and policy pronouncements proffered by Government.
Overall, the research underscores the significance of TVET in addressing youth unemployment.
It highlights the importance of aligning TVET curricula with labour market needs, expanding access, and improving the financing mechanisms.
Stakeholders collaboration, public-private partnerships and a market-driven approach are considered essential for enhancing TVET and fostering skills development in The Gambia.
The high level of unemployment, especially among youth, even from alumni of TVET institutions, puts in question the effectiveness of the existing TVET curriculum.
It is important to understand the dynamics of TVET institutions and challenges they face in terms of development and to be in a good stead to roll out appropriate, tested and approved curricula.
Due to the high attrition in the technical and vocational industry, it is assumed that there is perhaps a mismatch in the levels of skills required by the job market and the actual skills being taught at TVET institutions.
The phenomenon of low completion rates in TVET institutions is also worth considering.
There are reports from migration agencies working to support illegal migrants with documentation abroad and or reintegration when deported to their home countries, that the majority of illegal migrants who claim to have acquired some form of TVET education cannot demonstrate basic skills when given opportunities to perform.
TVET institutions have complained of inadequate financing as a major constraining factor towards progressive and sustainable development.
In order to deal with the issue of affordability, TVET institutions are not charging high student tuition fees.
An adequate and a healthy budget will enable TVET institutions employ qualified trainers, assessors and verifiers, procure state-of-the-art equipment and further build capacities of such technical staff where and when needed.
As such, research has to be conducted to better analyze and understand TVET education in order to equip NAMs with evidence-based information to develop laws geared towards tackling youth unemployment in general and the unemployability of youth engaged in TVET in particular.
