Vocational Education and Training Pathways Interviews, Africa, 2020

The VET Africa project looked at a range of contexts in which skills development takes place within complex skills and work ecosystems. By operating at both theoretical and applied levels across multiple cases, this research sought to contribute both to academic and professional knowledge of how VET in Africa works and how it can be improved to contribute to the needs of the most intersectionally marginalised. The objective of these Pathway interviews was to understand the pathways participants had taken through school and into vocational training and beyond, and explore (1) what motivations, drivers and barriers may have shaped their pathway experience, (2) gain insight on their experience of vocational education and training, what skills they had learnt, and their application and relevancy to their current or planned work/career, and (3) their hopes and plans for the future work and learning. The pathway interviews focused on four sectors: catering, marine industry, agriculture and tailoring. We drew upon the Pathways concept (see for example Raffe, 2003) as a way to think about the transitions between education, training and work. Recognising that Pathways are normally non-linear, complex and messy, the idea of Pathways helps us to recognise that people are different, they face different barriers to productive employment, and the guidance and careers advice can help provide confidence and support, and similarly qualifications are important, but they are not necessarily the central feature of pathways through work, living and learning. Pathways can also be an expression of individual aspiration and social / public good. Raffe, D., 2003. Pathways linking education and work: A review of concepts, research, and policy debates. Journal of youth studies, 6(1), pp.3-19.